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Avenues to Professional Learning Online: Technology Tips and Tools for Professional Development in Gifted Education

Little, Catherine A ; Housand, Brian C

Gifted Child Today, 2011-10, Vol.34 (4), p.18-27 [Peer Reviewed Journal]

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  • Title:
    Avenues to Professional Learning Online: Technology Tips and Tools for Professional Development in Gifted Education
  • Author: Little, Catherine A ; Housand, Brian C
  • Subjects: Usage ; Teachers ; Education ; Equipment and supplies ; Professional development ; Schools ; Activity programs in education ; Teaching ; Learning ; Gifted education ; Social networks ; Distance learning ; Students
  • Is Part Of: Gifted Child Today, 2011-10, Vol.34 (4), p.18-27
  • Description: The use of online methods for professional development activities is on the rise, with more schools exploring creative ways of providing teacher learning opportunities. Online professional development offers a promising direction for providing increased learning opportunities, promoting professional collaboration, and supporting teacher facility with technology resources. In gifted education, online activities may present effective ways of connecting gifted education professionals across multiple schools and districts and providing professional learning experiences in gifted education for colleagues in general education. In this article, the authors discuss key features of professional development and considerations for applying them in an online learning context. The authors emphasize the importance of coherence with the curriculum, active engagement, sustained attention, and administrative support. They then discuss five avenues or approaches for implementing online professional development, representing a range of interactive elements and opportunities for blending live and online components. Within each avenue presented, the authors share specific resources that would support implementation in the professional learning context.
  • Publisher: Los Angeles, CA: SAGE Publications
  • Language: English
  • Identifier: ISSN: 1076-2175
    EISSN: 2162-951X
    DOI: 10.1177/1076217511415383
  • Source: © ProQuest LLC All rights reserved

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