Using Virtual Communication to Facilitate Teachers’ Deep Learning and Practice

ID: 33224 Type: Brief Paper
  1. Hea-Jin Lee, Karen Skinner, Lucinda Brenneman, Jason Hoehn, and Ashley Bowersock, The Ohio State University, Lima, United States

Tuesday, March 8 12:10-12:30 PM Location: Evergreen

Presider: Timothy Pelton, University of Victoria, Canada

Abstract: This study explores how a blended professional development program may support the quality and success of professional development of mathematics teachers. The particular focus of the study is on the experiences and opportunities that on-line discussion provides for mathematics teachers’ professional learning. The findings of the study present the nature of the interactions, including frequency and content of virtual communication. The conceptual discussion includes: potentials and limitations to be considered in further dialogue, development, and research in designing a hybrid program for teacher success in deep learning and practice.


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