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Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community
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Author(s): D. Bruce Taylor (University of North Carolina at Charlotte, USA), Richard Hartshorne (University of North Carolina at Charlotte, USA), Sam Eneman (University of North Carolina at Charlotte, USA), Patti Wilkins (University of North Carolina at Charlotte, USA)and Drew Polly (University of North Carolina at Charlotte, USA)
Copyright: 2012
Pages: 16
Source title:
Developing Technology-Rich Teacher Education Programs: Key Issues
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Clif Mims (University of Memphis, USA)and Kay A. Persichitte (University of Wyoming, USA)
DOI: 10.4018/978-1-4666-0014-0.ch034
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Abstract
In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.
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