Organized around teachers’ content areas, these groups were created to boost collaboration and peer-to-peer sharing of online resources aligned to Indiana’s Academic Standards.
Clayton Christensen Institute. This case study looks at the impact of West Virginia’s e-Learning for Educators program implementation and sustainability model.
Four leaders of successful community of practice (COP) education initiatives participated in a panel at FETC and shared their knowledge about and experience with best practices for online communities of education practitioners. This article is an excerpt of the discussion.
This report is targeted to education leaders and stakeholders who are interested in exploring, starting, or strengthening online communities of practice for educators.
Chapter 1 provides an overview of the rationale for technology coaching, principles for coaching and ideas for planning and evaluating a coaching model.
This is a tool that aligns the progress that individuals (e.g. teacher, campus) make toward meeting state and district technology goals with the four key areas of the state’s Long-Range Plan for Technology, 2006 – 2020.
This resource frames five outcomes of professional development that are typically of interest: participants’ (i.e. teachers’) reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes.
SAMR offers a method of seeing how technology might impact teaching and learning through four key levels: Substitution, Augmentation, Modification and Redefinition.
