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The document argues that traditional PD models often waste effort and fail to produce meaningful change, emphasizing research-backed features such as sustained, intensive, coached learning, reflection, collaboration, and alignment with curriculum and school contexts. It then examines online teacher professional development (oTPD) and technology-mediated professional learning (TMPL), proposing networked-age reimagination and discussing blended and hybrid models.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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contexts.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the document position online teacher professional development (oTPD) relative to face-to-face learning?",{"text":72,"@type":64},"It argues that new technology-mediated formats are not a replacement for in-person experiences and that blended approaches combining online and face-to-face opportunities tend to be endorsed in the literature.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598547,1792910482,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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􀀉􀀊􀀈􀀇􀀄􀀏􀀏􀀈􀀌􀀋􀀋􀀄􀀉 􀀃 􀀉􀀓􀀅􀀎􀀄 􀀋􀀐􀀊􀀆􀀎􀀈􀀍􀀐􀀄  \n􀀃􀀏􀀈􀀗􀀓􀀈􀀐􀀔􀀌 􀀂􀀗􀀕􀀕􀀑􀀘􀀖 􀀄􀀉􀀓􀀈􀀆􀀒􀀌􀀏􀀎􀀆􀀍 􀀃􀀏􀀎􀀑􀀓􀀍􀀒􀀆􀀎􀀒􀀇􀀚􀀘􀀈􀀔 􀀅􀀐􀀉􀀘􀀕􀀔􀀖 􀀅􀀎􀀌􀀔􀀊􀀐􀀑􀀌􀀒􀀕 􀀏􀀋 􀀂􀀍􀀇􀀊􀀐􀀒􀀆  \n􀀁􀀃􀀆􀀇􀀅􀀂􀀄􀀇  \nWhile professional development (PD) has always been central to the teaching profession, increasingly traditional models of PD are out of step with contemporary ways of learning. Commiserate with the literature, we see the field moving along a continuum which reflects changes in what, how and when teachers learn. Following a brief sketch of the online teacher professional development (oTPD) field, we identify important considerations of emerging models of technology-mediated professional learning (TMPL). We posit the catalyst for the transformation of education, as envisioned by countless educational leaders, may lie in reimaging professional development as professional learning in a networked age.  \n􀀁􀀃􀀅􀀆􀀄􀀃  \nAlors que le perfectionnement professionnel (« PP ») a toujours été au cœur de la profession d’enseignant, les modèles traditionnels de PP sont de plus en plus décalés par rapport aux méthodes contemporaines d’apprentissage. Nous voyons ce domaine progresser dans un continuum qui reflète les changements dans ce que les enseignants apprennent, dans la façon et le moment où ils l’apprennent, et cette progression correspond à la littérature. Après un survol du domaine du perfectionnement professionnel en ligne pour les enseignants, nous cernons des considérations importantes sur les modèles émergents de la formation professionnelle assistée par ordinateur. Nous postulons que le catalyseur de la transformation de l’éducation, comme conçue par d’innombrables chefs de file de la pédagogie, pourrait être de ré-imaginer le perfectionnement professionnel comme une formation professionnelle à l’ère des réseaux.  \n􀀄􀀍􀀌􀀇􀀆􀀎􀀎􀀉􀀌􀀋􀀅􀀊 􀀃􀀆􀀅􀀍􀀋􀀉􀀋􀀈 􀀉􀀋 􀀅 􀀂􀀉􀀈􀀉􀀏􀀅􀀊 􀀁􀀃􀀂  \nProfessional development (PD) is essential to the teaching profession. Not only does effective PD allow teachers to increase their knowledge and develop new instructional practices (Gore &  \n􀀃􀀅􀀆􀀊􀀜􀀈􀀃􀀂􀀊 􀀋􀀕􀀒􀀛 $)􀀝\\#􀀞  \nLadwig, 2006), but also it can and should lead to improvements in student learning (Alberta Education, 2010; Blank de las Alas & Smith, 2008; Borko, 2004; Garet, Porter, Desimone, Birman, & Yoon, 2001). The greatest challenge with teacher PD has been in determining what professional development experiences are most effective for improving teaching and learning. Fullan (1991) pointedly states,“Nothing has promised so much and has been so frustratingly wasteful as the thousands of workshops and conferences that led to no significant change in practice”(p. 315). He has more recently predicted that unless professional development activities“motivate people to put in the effort-individually and collectively-that is necessary to get results, improvement is not possible”(Fullan, 2006, p. 8) .  \nA significant body of research has clearly shown in order to change practice PD must: be ongoing, sustained, intensive and supported by modeling and coaching; allow educators to see and share their own and student work reflectively and collaboratively; be embedded in the curriculum, classroom and school; and, foster a supportive and inspiring environment for testing new ideas and new teaching idea (Darling-Hammond, & McLaughlin, 1995; Fullan & Hargreaves, 2002; Garet et al., 2001; Hargreaves & Fullan, 1992; Killion, 2007; Killion & Williams, 2009). While this body of work highlights the characteristics of effective traditional PD over the last 20 years, we need to update the approach relative to the changing realties and specifically the digital affordances of our time. Davis (2009) suggests the “binge” approach of traditional PD in the form of lengthy face-to-face sessions and full-day conferences could be balanced by bite-sized learning through Web 2.0 technologies. These technologies can help schools create structures for sustained, complex, and meaningful p","cbCaikxZvNyJ9ahk","https://ap.wps.com/l/cbCaikxZvNyJ9ahk","pdf",187441,17,"English","# Professional development: from traditional models to online approaches\n## Challenges and evidence for effective PD\n## Blended and hybrid models for teacher learning\n## oTPD, TMPL, and the PD models continuum\n## Personalized Learning Networks (PLNs) as a future direction","[{\"question\":\"Why does the document emphasize professional development as essential to teaching?\",\"answer\":\"It states that PD is essential because effective PD helps teachers increase knowledge, develop new instructional practices, and leads to improvements in student learning.\"},{\"question\":\"What does the document say makes PD effective based on research?\",\"answer\":\"It highlights that effective PD must be ongoing, sustained, intensive, supported by modeling and coaching, include reflective and collaborative sharing of teacher and student work, and be embedded in curriculum, classroom, and school contexts.\"},{\"question\":\"How does the document position online teacher professional development (oTPD) relative to face-to-face learning?\",\"answer\":\"It argues that new technology-mediated formats are not a replacement for in-person experiences and that blended approaches combining online and face-to-face opportunities tend to be endorsed in the literature.\"}]","Professional Development in a Networked Age - Online Teacher Professional Development and Technology-Mediated Professional Learning | PDF",1792087133,43]