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Online Pedagogy Design and Development: New Models for 21st Century Online Teacher Professional Development
Abstract
The purpose of this chapter is to examine the shifting priorities of online teacher professional development design, particularly through the lens of online pedagogies. Whether one’s purpose is to design an online teacher learning community or formal professional development program, decisions about technology use will mediate how the learning communities or training programs function. Designers, when choosing communication tools or digital media for inclusion in their program, ideally draw from their technological pedagogical content knowledge, or TCPK – that is, their understanding of which technologies will support pedagogy appropriate for the content and learners being targeted. The model we offer for online teacher professional development program design makes visible the interaction between the technology, the content, the pedagogy and the learner.
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