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Videoconferencing: An Alternative to Traditional Professional Development in the K-12 Setting

Videoconferencing: An Alternative to Traditional Professional Development in the K-12 Setting
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Author(s): Leigh A. Mountain (University at Albany/SUNY, USA)
Copyright: 2008
Pages: 13
Source title: Videoconferencing Technology in K-12 Instruction: Best Practices and Trends
Source Author(s)/Editor(s): Dianna L. Newman (University at Albany/SUNY, USA), John Falco (University at Albany/SUNY, USA), Stan Silverman (University at Albany/SUNY, USA) and Patricia Barbanell (University at Albany/SUNY, USA)
DOI: 10.4018/978-1-59904-331-9.ch016

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Abstract

This chapter introduces ways in which videoconferencing can be used to support professional development provided to educators. It looks at the ways in which adults learn, the need for quality professional development in education, and the different types of professional development being provided. It then goes on to discuss ways in which videoconferencing can be used to make the transfer of knowledge more effective. After reading this chapter educators will be able to identify ways in which they can utilize videoconferencing to make professional development more beneficial and cost efficient. It also shows educators how they can breakaway from ineffective traditional modes of providing in-service training and move toward more high quality, comprehensive, and embedded professional development, which addresses individual needs of teachers and buildings.

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