ERIC Number: ED568767
Record Type: Non-Journal
Publication Date: 2016-Mar
Reference Count: N/A
Teacher Learning in the Digital Age: Online Professional Development in STEM Education
Dede, Chris, Ed.; Eisenkraft, Arthur, Ed.; Frumin, Kim, Ed.; Hartley, Alex, Ed.
Harvard Education Press
With an emphasis on science, technology, engineering, and mathematics (STEM) training, "Teacher Learning in the Digital Age" examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data. From video-based courses to just-in-time curriculum support platforms and MOOCs for educators, the cutting-edge initiatives described in these chapters illustrate the broad range of innovative programs that have emerged to support preservice and in-service teachers in formal and informal settings. "As teacher development moves online," the editors argue, "it's important to ask what works and what doesn't and for whom," They address these questions by gathering the feedback of many of the top researchers, developers, and providers working in the field today. Filled with abundant resources, "Teacher Learning in the Digital Age" reveals critical lessons and insights for designers, researchers, and educators in search of the most efficient and effective ways to leverage technology to support formal, as well as informal, teacher learning. After an introduction entitled, Online and Blended Teacher Learning and Professional Development, by Chris Dede and Arthur Eisenkraft, and the first chapter entitled, Possible Futures for Online Teacher Professional Development, by Barry Fishman, this book is divided into four parts. Part I: Courses, includes the following chapters: (2) Professional Learning with Web-Based Videos: The Talk Science Experience (Susan J. Doubler and Katherine F. Paget); (3) Going to Scale: The MOOCs for Educators Initiative (Glenn M. Kleiman and Mary Ann Wolf); (4) Supporting Deep Change with an Immersive Online Course (Ruth Schoenbach, Cynthia Greenleaf, Willard Brown, and Heather Howlett); (5) Online Teacher Professional Development from the American Museum of Natural History (Robert V. Steiner, Ashton Applewhite, Adriana E. Aquino, Lisa J. Gugenheim, Maria Janelli, Rosamond Kinzler, Maritza Macdonald, David Randle, Karen Taber, Jamie Wallace, Daniel Wolff, and Laura Stokes). Part II: Curriculum Support, presents the next series of chapters in the book: (6) Just-in-Time Professional Development: The Active Physics Teacher Community (Abigail Jurist Levy, Arthur Eisenkraft, and Erica Fields); (7) Taking Print to Digital: An Electronic Teacher Guide (Jacqueline S. Miller and Katherine F. Paget); (8) The Project-Based Inquiry Science Cyberlearning Professional Development System (Barbara Zahm and Ruta Demery). Part III: Resources and Strategies contains: (9) Blended Professional Learning for Science Educators: The NSTA Learning Center (Al Byers and Flavio Mendez); (10) The Importance of Moderators (Kim Frumin and Chris Dede); (11) Making Online and Blended Teacher Professional Development Accessible (Raymond M. Rose). Part IV: Summary Insights, contains the concluding chapter of the book and its conclusion: (12) Exploring Models of Online Professional Development (S. A. Schneider, K. L. Lepori, C. E. Carroll, A. B. Ramirez, A. K. Knotts, M. D. Silberglitt, M. A. Gale, K. Salguero, K. M. Luttgen, S. Hauk, and C. Ringstaff); Conclusion: Insights and Next Steps (Chris Dede and Arthur Eisenkraft).
Descriptors: Online Courses, Professional Development, STEM Education, Preservice Teachers, Inservice Teacher Education, Electronic Learning
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: firstname.lastname@example.org; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: Harvard University, Graduate School of Education