Applying constructionist principles to online teacher professional development

Authors

  • Nathaniel Mark Ostashewski Athabasca University
  • Doug Reid Wayfinder Education Group
  • Susan Moisey Athabasca University

DOI:

https://doi.org/10.19173/irrodl.v12i6.976

Keywords:

distance education, constructionist, robotics, oTPD, teacher professional development, courselet

Abstract

This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.

Author Biographies

Nathaniel Mark Ostashewski, Athabasca University

2Learn.ca Provincial Team Member Technology in Education Professional Development producer/provider. Teacher, Instructional Media Producer, Instructional Practice PD Development.

Susan Moisey, Athabasca University

Associate Professor Centre for Distance Education Athabasca University

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Published

2011-10-07

How to Cite

Ostashewski, N. M., Reid, D., & Moisey, S. (2011). Applying constructionist principles to online teacher professional development. The International Review of Research in Open and Distributed Learning, 12(6), 143–156. https://doi.org/10.19173/irrodl.v12i6.976

Issue

Vol. 12 No. 6 (2011)

Section

Research Articles

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