The proliferation of online resources and an increase in accessibility has led teachers to go online to connect, share ideas and expand their own professional learning opportunities on social media platforms. Over the last five years there has been a resurgence in this field to research what teachers are doing in and with social media. Knowing that teachers are networking or collecting resources misses the fundamental premise for such action, which in turn, does little for understanding social media use as a professional learning activity. This study takes one step back, to investigate the reasoning for particular social media use. Through a qualitative paradigm, expert ICT teachers were interviewed about their conceptualisations of professional learning and related activities online. These recognized ICT-experts from Australia, Europe and United States of America were purposely selected due to a personal and professional impetus to maintain currency with innovative ideas in this ever-changing field. These expert teachers engaged in social media in different ways based on their conceptualisations of professional learning in these online spaces. The findings present a typology of reasoning based along two continuums, Self and Interactivity. These axioms defined four categories of teacher engagement online: Info-consumer; info-networker; self-seeking contributor; and vocationalist. A new paradigm of professional development is presented which has important implications for understanding the role of social media in teacher professional learning as well as in reshaping what we consider as effective professional development.

Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm

Delivery of blended-mode eLearning programs is challenging due to a range of factors, including motivational and engagement issues. This is more challenging in the context of Technical and Vocational Education and Training (TVET), which aims to develop competencies to empower learner to find gainful employment. This study proposes an operational model and gamification design to develop blended eLearning programs, which embed motivational and engagement designs as an effective means of achieving learner success in the TVET context. The motivational design uses a motivational framework with the factors of attention, relevance, confidence, and satisfaction. The engagement design includes behavioural, emotional, and cognitive aspects for enhancing learning. Accordingly, appropriate game dynamics, mechanics, and components are used to gamify a blended eLearning course. This gamification design and operational model could be used as a tool to gamify and deliver the competency-based educational programs, using the blended eLearning approach. The study proposes fifteen game dynamics, relevant mechanics, and appropriate game components. The design utilises structural and content gamification in a sample online course, deploying an open-source learning management system. Furthermore, the study suggests embedding game components at the implementation stage of providing learning opportunities, to motivate and engage learners, thereby achieving the acquisition of expected competencies. The gamified course will be delivered to a selected group of learners in the TVET context to assess the feasibility and viability of this approach in anticipation of the future work.

Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Training

This study sought to identify the most effective elements required in online professional development to enable teachers to improve their use of Information and Communications Technologies (ICT) in their classrooms Four schools in Queensland were involved, with twelve classroom teachers participating in a year-long online professional development program over the school year supported by an online mentor The online professional development program did not provide course based or sequential learning activities Rather it was design to enable individual learning pathways and draw on the many professional learning opportunities available through web 20 tools and Internet resources The focus was to explore the process of online ICT professional development to contribute to the conceptualization of how teachers learn in the 21st Century Findings indicate that teachers need to engage in three elements: investigation, reflection, and constructive dialogue; build a sense of group and individual online presence; and be supported by mentorship that responds to the various cognitive and affective demands of autonomous learners

/pdf/exploring-elements-that-support-teachers-engagement-in-4rf4e5tite.pdf

Exploring Elements That Support Teachers Engagement in Online Professional Development

This systematic review documents the progress of research in the area of online teacher professional development (oTPD) and seeks to inform developers and facilitators on the complex and unique empirical indicators that are important in designing, developing, implementing, evaluating, and researching oTPD. The 73 studies analyzed in this review suggest that the research in oTPD is progressing toward more rigorous empirical methods and theoretically-grounded design, implementation, and evaluation. Research in oTPD is moving forward in more sophisticated ways and adding to our understanding of high-quality practices that engage teachers in meaningful teacher professional learning in online contexts.

/pdf/examining-a-decade-of-research-in-online-teacher-4lpx7tdrz0.pdf

Examining a Decade of Research in Online Teacher Professional Development

Strategising quality teaching in science, technology, engineering, or mathematics (STEM) domains turns focus to teachers’ capacity to teach these subjects (UWIRE Text 2017) when they are not suitably qualified in them. Against the backdrop of research that claims that 75% of the fastest growing occupations will require STEM skills, this investigation provides new information about lived experiences of, and those surrounding, out-of-field teaching practices in STEM subject areas, and the implications these experiences have for teaching and learning environments (Office of the Chief Scientist 2014). The out-of-field teaching phenomenon is defined in this paper as occurring when teachers teach subjects or year levels outside their fields of qualification or expertise. The qualitative investigation applies a Gadamerian theoretical philosophy to develop in-depth understanding through the shared perceptions of educational directors, principals, and the lived experiences of teachers and parents from two countries. Leadership perceptions and the complexities involved in out-of-field teaching practices in science and related subject areas are investigated through the lens of multiple interviews, observations, and document analyses. Concluding remarks offer recommendations for educational leaders, reflections on improvement strategies and educational policies. Proposals for further research of the out-of-field teaching phenomenon’s impact on STEM subject areas are offered.

The Lived Experience of Out-of-field STEM Teachers: a Quandary for Strategising Quality Teaching in STEM?

This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners’ activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners’ success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.

/pdf/factors-driving-learner-success-in-online-professional-d83xxhv5dj.pdf

Factors driving learner success in online professional development

This study investigated the models of administration for online learning programs in 85 higher education institutions in the U.S. Data used in this study were collected from an online survey with 85 participants who were either staff members or administrators of online learning programs in their institutions.Â  The results showed that there were two administration models that higher education institutions used to run their online learning programs. The Centralized Administration (CA) model was more common than the Decentralized Administration (DA) model. According to the participants, the online learning program under the CA model tended to be stronger than the program under the DA model. The study was concluded with discussion and recommendations for future studies.

/pdf/models-of-administration-for-online-learning-programs-in-the-2mtxa2ri5t.pdf

Models of Administration for Online Learning Programs in the U.S. Higher Education Institutions

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Factors driving learner success in online professional development

Models of Administration for Online Learning Programs in the U.S. Higher Education Institutions