Powerful Professional Learning in the Digital Age (Schoology Digital Learning Leader Academy)
Participate and share : Poster
As technology evolves, the professional learning provided to educators must also evolve. In addition to powerful digital tools, educators need powerful and innovative professional learning opportunities. Come learn about a research-based professional learning program that is positively impacting educators and school district's around the U.S.
|Audience:||Professional developers, Curriculum/district specialists, Technology coordinators/facilitators|
|Attendee devices:||Devices not needed|
|Subject area:||Not applicable, STEM/STEAM|
|ISTE Standards:||For Educators:
|Disclosure:||The submitter of this session has been supported by a company whose product is being included in the session|
|Influencer Disclosure:||This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.|
*Explore an evidence-based blended/hybrid professional learning model being used with educators around the United States.
* Discover and evaluate ways to use a learning management system (Schoology) to design, manage, and facilitate professional learning for adults.
*Become familiar with educational research and characteristics of professional development that has been proven to be effective.
Characteristics of Effective Professional Development will be highlighted:
-Modeling of effective practice
-Expert support / coaching (virtual)
-Incorporates active learning components
-Offers opportunities for feedback and reflection
Source: Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Doctoral research has also been conducted by Dr. Gina Hartman looking at the impact of professional learning in a blended model.
Hartman, G. (2019) A mixed-methods study of educators’ perceptions and comfort levels of professional learning in a blended model. (Doctoral dissertation, Lindenwood University).