Abstract
In this paper we conceptualize and describe the key characteristics of a model for technologymediated professional learning that capitalizes on the affordances of our digital age while fostering a culture of professional inquiry and discernment. Our interest in this area arises from insights gathered from teachers, school administrators and districtlevel professional development providers during a 2005 study of the professional development experiences provided to guide the implementation of a new curriculum in a local school district. The participants’ stories pointed to PD experiences that were limited in their effectiveness due to content overload, lack of applicability to the class, poor timing requiring teacher pull-out from the classroom, lack of attention to teachers’ concerns, and, teacher resistance to change. Recommendations were made that the district may wish to consider online teacher professional development as a way to allow more teacher control of their own professional learning in terms of timing, content and accessibility. A recent survey of research on the field points to a shift to a technology mediated professional learning model that makes better use of the evolution of the Web.
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