The Pathway to Nevada’s Future Project: Evaluating Two Years of Online Professional Development
Abstract: There remains a gap between what students are expected to do in a global, knowledge-based society and what they are trained to do (Apple, 2007; Gee, 2006; PIP, 2008). Numerous efforts have been undertaken to address this, including professional development initiatives that introduce relevant tools and pedagogies. This paper reports findings associated with a two-year professional development project involving middle school technology (e.g., laptops, mobile devices, software, etc.). All training was delivered in a collaborative, online form across a geographically and socially diverse state. Results suggest that the project positively impacted participants’ attitudes, self-efficacy, and ratings associated with their technological, pedagogical, and content knowledge (TPACK).
Presider: Olaniyi Sofowora, Obafemi Awolowo University,Ile-Ife,Nigeria