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The Mediated Action of Educational Reform: An Inquiry into Collaboative Online Professional Development
Abstract
The purpose of this case study was to describe and evaluate how four teachers in four different cities in Missouri, USA, collaborated online to implement an online constructivist-based learning environment that included an innovation cluster pairing and emerging online technology with a problem-based learning unit design framework. The design of this study originated from prior research on teacher reform efforts including the adoption of technology innovations in the classroom, new theories of constructivist-based learning and the principles of professional development for educators implementing reform. Using the methodology of cultural historical activity theory, the researchers collected and analyzed data to identify how effectively each of the teachers implemented the innovation cluster based on their goals for adopting the new innovations while participating in online collaborative professional development. As a result the researchers were able to evaluate the effectiveness of the online professional development model used to aid these innovative educators and develop concepts of best-practice professional development programs.
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