Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM

Oct 15, 2026

Uploaded by Jacob

Online and blended modes for K-12 STEM teacher professional development are examined for how they expand access to quality learning experiences while shaping teachers’ knowledge, beliefs, and instructional practice. The report synthesizes findings from 15 DRK–12 projects and a survey of active online/blended PD efforts, outlining content and grade-level focus, target audiences, and PD formats. It presents three emerging design principle themes and summarizes research areas and supporting methods.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

Online and Blended PD in DRK-12

Emerging Design Principles

Motivating and Sustaining Engagement that Builds Knowledge and Advances Professional Goals

Creating Opportunities for Teachers to Collaborate as Learners

Supporting Reflection on Content and Practice

Areas of Needed Research

References

Appendix A: Online & Blended Professional Development Projects in DRK–12

Appendix B: Methods

Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM EDC Learning transforms lives. © 2017 CADRE Prepared for CADRE by: BSCS Susan Kowalski Education Development Center, Inc. Amy Busey Lynn Goldsmith University of Chicago Meg Bates University of Illinois at Urbana-Champaign Shereen Beilstein Michelle Perry Suggested citation: Community for Advancing Discovery Research in Education. (2017) . Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM Education. Waltham, MA: Education Development Center, Inc. Retrieved from [http://cadrek12.org/resources/emerging-design-principles-online-and-blended](http://cadrek12.org/resources/emerging-design-principles-online-and-blended)teacher-professional-development-k-12-stem. Acknowledgements: CADRE would like to thank the members of the DRK–12 community and others who contributed to the development of this report: Catrina Adams, Meg Bates, Shereen Beilstein, Pam Buffington, Amy Brodesky, Joseph Robinson Cimpian, Chad Dorsey, Jodi Creasap Gee, Amelia Gotwals, Genevieve Henricks, Victoria Jay, Susan Kowalski, Irene Lee, Cheryl Moran, Johannah Nikula, Michelle Perry, Jennifer Richards, Amber Rowland, Kara Suzuka, Jessica Thompson, Robert Tinker, Kersti Tyson, and Tanya Wright. This project is funded by the National Science Foundation, grants \# 1650648 and 1743807. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Table of Contents Introduction 1 Emerging Design Principles 4 Motivating and Sustaining Engagement that Builds Knowledge and Advances Professional Goals 4 Creating Opportunities for Teachers to Collaborate as Learners 7 Supporting Reflection on Content and Practice 10 Areas of Needed Research 15 References 16 Appendix A: Online & Blended Professional Development Projects in DRK–12 20 Appendix B: Methods 23 Introduction Online modes of teacher professional development (PD) have gained prominence in recent years for their potential to transform and expand access to high-quality resources and experiences that positively impact teachers’knowledge, beliefs, instructional practices, and ultimately, student learning. Program developers, administrators, and teachers may turn to online venues for professional learning for a number of reasons, including to scale up face-to-face models; increase access to high-quality programs that aren’t available locally; and/or take advantage of innovative technologies such as simulations that provide new modalities for teacher learning. Online learning experiences vary in their program format, goals for teacher learning, duration, and leveraged technologies. They may take place entirely online or, in the case of blended PD programs, in conjunction with face-to-face activities. However, with the increasing demand for and availability of online offerings, there is still much to be learned about the effectiveness of these programs and the factors that contribute to their success. Online and Blended PD in DRK-12 The National Science Foundation’s (NSF) Discovery Research PreK–12 (DRK–12) program, which “seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics and computer science (STEM) by preK–12 students and teachers, through research and development of STEM education innovations and approaches,” is poised to contribute in this area (NSF, 2017, p. 1) . In fall 2016, CADRE (the resource network for NSF’s DRK–12 program) identified 26 active projects in the DRK–12 portfolio that were researching and/or developing online or blended teacher PD programs.1 Representatives from 15 projects responded to a survey on their work in this area. The results from these 15 projects are summarized below. Content and Grade Level F

FAQs

What problem does the report address about online and blended teacher professional development?

The report addresses the need to understand how online and blended PD programs can effectively transform access to high-quality resources and experiences for K-12 STEM teachers and support their learning and practice.

How did the report gather information about online and blended PD programs?

It summarizes results from a survey completed by representatives from 15 DRK–12 projects that were researching and/or developing online or blended teacher PD programs.

What three themes organize the emerging design principles?

The principles are organized around three themes: motivating and sustaining engagement, creating opportunities for teachers to collaborate as learners, and supporting reflection on content and practice.

Oct 15, 2026

Uploaded by Jacob