Using Virtual Communication to Facilitate Teachers’ Deep Learning and Practice
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.