This book provides an overview of professional development programs that have demonstrated long-term success through assessment of outcomes. The models described here explore approaches that expand teachers' knowledge, skill, and confidence in using technology tools in teaching and learning environments, with the focus on improving teaching and learning rather than on the technology use. Models discussed include in-house, peer-coaching, learning circles, action research, outside leaders and partners, networked learning communities, and working for systemic change.
Although there is no one "right" approach to working with teachers, professional developers will increase their chances for success when they base their work on a solid theoretical background of adult learning theory and organizational development, along with an understanding of lessons learned from the practice of others through the years, both nationally and internationally.
Thirteen chapters cover a wide range of topics, including a history of professional development in educational technology and a grounding in the relevant literature; successful and cutting edge professional development models that discuss program planning, implementation, and assessment; and a discussion of lessons to be learned. The chapters are presented against a backdrop of selected relevant literature.
