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As a commentator for Linear Functions, James Kaput, PhD, a leading mathematics educator and researcher at the University of Massachusetts, Dartmouth, talks about specific classroom challenges.
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Citations
... With expanding access to the internet and advances in technologies, online PD (OPD), particularly asynchronous OPD, has gained significant attention as a potential solution to scale up high-quality PD by increasing teachers' access to learning opportunities (Bragg et al., 2021;Dede et al., 2009;Fisher et al., 2010). Indeed, there has been a substantial surge in the number of asynchronous OPD programs incorporating technology-supported components such as web-based learning platforms (e.g., Fisher et al., 2010;Hollebrands & Lee, 2020;Kraft & Blazar, 2017;Ramsdell & Rose, 2006), digital libraries (e.g., Allen et al., 2011), and online teacher communities (Lantz-Andersson et al., 2018). Yet, as one form of OPD, fully asynchronous OPD presents the challenge of teachers engaging with the program at different times. ...
... Many existing asynchronous OPD programs rely on training human facilitators, who primarily guide the overall online learning experience, such as introducing teachers to the learning platforms and monitoring course completion (e.g., Dash et al., 2012;Goldenberg et al., 2014;Griffin et al., 2018;Masters et al., 2010;Taranto & Arzarello, 2020). Typically, these facilitators engage in asynchronous interactions in online discussion forums, giving collective feedback rather than personalized feedback (Goldenberg et al., 2014;Griffin et al., 2018;Ramsdell & Rose, 2006). For example, in a large-scale asynchronous online course entitled the Seeing Math project with nearly 30,000 enrollments, facilitators were trained to build a supportive learning environment and encourage collaboration among teachers by posing questions and comments in an online discussion forum, but they did not provide individualized feedback on teachers' performance in online courses (Ramsdell & Rose, 2006). ...
... Typically, these facilitators engage in asynchronous interactions in online discussion forums, giving collective feedback rather than personalized feedback (Goldenberg et al., 2014;Griffin et al., 2018;Ramsdell & Rose, 2006). For example, in a large-scale asynchronous online course entitled the Seeing Math project with nearly 30,000 enrollments, facilitators were trained to build a supportive learning environment and encourage collaboration among teachers by posing questions and comments in an online discussion forum, but they did not provide individualized feedback on teachers' performance in online courses (Ramsdell & Rose, 2006). Some other asynchronous OPD programs have addressed the lack of interaction and feedback by encouraging peer interactions and feedback in online discussion forums (Hollebrands & Lee, 2020;Kellogg et al., 2014;Taranto & Arzarello, 2020). ...
https://theconversation.com/ai-can-teach-math-teachers-how-to-improve-student-skills-218210
... Research on TeacherLine includes formative and summative evaluations based on self-report data from participants and facilitators, expert-panel review of selected courses, and an assessment of the quality of online discussion board communications. Results indicate that facilitator quality related directly to participants' ability to apply course content to their classroom practice, and to their satisfaction with the course (Ramsdell et al., 2006). ...
Teacher professional development (PD) has been in high demand during the last decade, and the design and dissemination of new PD models have been the impetus for discussion among educators around the world. Previously called teacher in-service training, the preferred label by scholars and practitioners is now teacher professional development. In this article, we consider the distinction between in-service training and "professional development, and go on to discuss the current literature on features of high-quality PD. We also provide examples of programs that illustrate these features and consider the emerging use of new technologies to enhance PD opportunities.
... These relatively short courses were developed with input from K-12 educational leaders and research experts and include online discussions with trained facilitators who have backgrounds in the subject matter. Designed to tie to classroom practice and link content to local and national standards, many of the courses feature streaming video of classrooms and digitized versions of student work (Ramsdell, Rose, & Kadera, 2006). Dede and colleagues (this issue) point out that although such online PD programs are growing rapidly and becoming increasingly popular, very little research has been conducted to examine their effectiveness. ...
Teachers face multifaceted challenges regarding access to quality professional development. Although technology is increasingly utilized to address this concern, access alone does not ensure effective OTPD. Therefore, the purpose of this study was to examine teachers' perceptions of the design and implementation of a job-embedded OTPD experience. Supported by adult learning theory and social constructivism, this qualitative multi-case study utilized within-case and cross-case analysis to examine results. These findings, presented through teachers’ voices, included explicit and empirical evidence of six OTPD design and implementation features that address multiple gaps in the extant literature and contribute to an OTPD framework.
