Resources

What are efficient and effective ways to leverage technology to support teacher learning in STEM education? Find out in this timely volume examining exemplary models of online and blended teacher professional learning.

From video-based courses to curriculum support platforms and MOOCs (massive open online courses) for educators, this volume illustrates the broad range of innovative initiatives that have emerged to support pre-service and in-service STEM teachers in formal and informal settings. For each initiative, read about the structure and design, intended audience, and existing research and evaluation data.

Take iRAISE (Internet-based Reading Apprenticeship Improving Science Education), for example.

In Supporting Deep Change with an Immersive Online Course (Chapter 4), Ruth Schoenbach, Cynthia Greenleaf, Willard Brown, and Heather Howlett of the Strategic Literacy Initiative at WestEd describe iRAISE, an online course they designed to support high school science teachers in increasing student comprehension of science texts.

The chapter outlines the design and goals of the year-long inquiry-based online course, and the benefits of synchronous online learning for developing a strong community of learning with the power to transform classroom practice.

The chapter also describes the learning design principles used in iRAISE and the critical decisions made in the process of “translating” a proven face-to-face professional learning experience into an online learning experience.

In Exploring Models of Online Professional Development (Chapter 12), Steve Schneider, Kathleen Lepori, Cathy Carroll, Alma Ramirez, Angela Knotts, Matt Silberglitt, Mardi Gale, Katie Salguero, Kim Luttgen, and Cathy Ringstaff of the Science, Technology, Engineering, & Mathematics (STEM) program at WestEd discuss five cases of online professional development approaches designed at WestEd.

The chapter recounts how these approaches to online professional development evolved, lessons learned in their implementation, the role of facilitators, and why online or blended formats were considered most advantageous.