In recent literature, there has been a call to explore models for professional development to find effective vehicles for promoting teacher learning (Borko, 2004). Examination of current small-scale professional development projects is needed to identify clearly articulated systems that can be expanded to multiple sites for further testing and development. Specifically in the educational technology community, research is focusing on how 21st Century tools can be used to support both the complex professional development needs of P-12 teachers and promote development of teacher learning communities for reflective practice. While traditional models for professional development rely heavily on face-to-face settings, online teacher learning communities are expanding that landscape and providing greater opportunities for dynamic learning environments that draw together professionals from a wider audience (Lock, 2006).

This session will provide visions for developing new models of technology infused development that help move beyond merely providing the basics of software applications to teachers and reach toward development that will help create effective leaders who understand how to use 21st Century tools for learning and professional growth. In particular, this panel session will explore the concept of professional development by focusing on three models integrating 21st Century tools. Attendees will be able to describe: 1) professional development models that use 21st Century tools; 2) different approaches for designing professional development both online and face-to-face; and 3) how 21st Century tools can be used to foster a learning culture.

Outline

After opening remarks, the three professional development models will each have 10-12 minutes for an overview, followed by 2-5 minutes for questions from the audience. Concluding remarks at the end will summarize and provide time for attendee input regarding future directions for this session. The topics:

1) A Professional Practice School model between the Clark County School District and the University of Nevada, Las Vegas brings together P-12 teachers, teacher educators, technology coordinators, and preservice teachers at school sites in a partnership supporting the preparation of preservice teachers and the professional development of P-12 teachers. In addition to providing support for preservice teachers, teacher educators help plan and deliver on-site professional development for P-12 teachers that promotes use of 21st Century tools.

2) A longitudinal study of 120 middle and high school teachers from around the country who participated in a National Science Foundation (NSF) sponsored three week summer workshop in using advanced scientific visualization tools in inquiry-based science. This study has followed-up with these teachers up to five years after the workshop to better understand the complexities of integrating these relatively advanced scientific visualization tools into teaching practice. Findings raise questions about the current prevailing wisdom regarding teacher professional development, which advocates site-based, curriculum-specific professional development efforts with significant on-site follow-up

3) The BRIDGE (http://www.teachersbridge.org) is an online teacher learning environment which supports the sharing of resources around the Georgia Framework for Teaching and the work of self-directed teacher learning communities. This session will focus specifically on the model of professional learning encompassed in our online teacher learning communities. These communities, modeled on the Critical Friends Group (CFG) professional learning model (see http://www.nsrfharmony.org for more information on CFGs), consist of facilitated conversations around work and issues that teachers bring to the table using pre-selected conversation protocols. The CFG model honors teachers' voices, time, and the contributions and perspectives of all members. This session will highlight the CFG model of professional learning, how the BRIDGE is being used in a variety of configurations to support such groups, and the advantages and complexity that conducting such activities online provides.

Supporting Research

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.

Borthwick, A.C., Stirling, T., Nauman, A.D. & Cook, D.L. (2003). Achieving successful school-university collaboration. Urban Education, 38(3), 330-371.

Charles, M.T. & Kolvoord, R. A. (2003). Teacher's stages of development in using visualization tools for inquiry-based science. Proceedings of SITE 2003. Charlottesville, VA: Association for the Advancement of Computing in Education.

Dede, C. (Ed). (2006). Online professional development for teachers: Emerging models and methods. Cambridge, MA: Harvard Education Press.

Goodlad, J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.

Gordin, D.N. & Pea, R.D. (1995). Prospects for scientific visualization as an educational technology. The Journal of the Learning Sciences, 4 (3), 249-279.

Lock, J. V. (2006). A new image: Online communities to facilitate teacher professional development. Journal of Technology and Teacher Education 14(4), 663-67.

Osguthorpe, R., Harris, C., Harris, M., & Black S. (1995). Partner schools: Centers for educational renewal. San Francisco: Jossey-Bass.

Thompson, A.D., Schmidt, D.A., Davis, N.E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Development, 51(1), 73-89.

Presenter Background

Karen Grove, Ph.D. is an Assistant Professor in Residence in PK-12 Educational Technology in the Department of Curriculum and Instruction at the University of Nevada, Las Vegas. She teaches undergraduate and graduate courses in educational technology. Dr. Grove’s research interests include the role of school district/university partnerships in developing professional practice, classroom technology use for preservice and inservice teachers, and mentoring teachers toward technology use. She is a frequent presenter at state and national conferences on technology integration in teacher education and is actively involved in ISTE. She currently serves as Treasurer for SIGTE.

Mike Charles, Ph.D. is an Associate Professor in the College of Education at Pacific University. He teaches undergraduate and graduate courses in educational technology, mathematics methods, and professional portfolio development. His research interests include the uses of advanced visualization tools in teaching mathematics, science, and health in K-12 education, the way that technology enables student-initiated project learning environments, and the complexities involved in changing teacher practice. He presents frequently at local, regional, and national conferences on technology integration and is actively involved in the International Society for Technology in Education (ISTE). He currently serves as the president-elect for the Special Interest Group for Teacher Education (SIGTE).

Julie A. Moore, Ph.D. is an Assistant Professor in the Educational Psychology and Instructional Technology Department at the University of Georgia. She teaches graduate courses in Instructional Technology, focusing primarily on technology integration in P-12 settings. Her research interests include self-directed and community-based models of teacher professional learning as well as online supports for such models. She serves as Co-Director of the BRIDGE: Building Resources-Induction and Development for Georgia Educators, a website that supports teacher professional learning through sharing of resources and online teacher learning communities.