{"id":{"repo_id":"athabasca","oai_identifier":"oai:dt.athabascau.ca:10791/26"},"canonical_url":"https://search.dev.ndltd.org/etd/athabasca/oai:dt.athabascau.ca:10791/26","repository":{"repo_id":"athabasca","name":"Athabasca University","base_url":"https://dt.athabascau.ca/oai/request"},"display":{"title":"Networked Teacher Professional Development: Assessing K-12 Teacher Professional Development within a social networking framework","abstract":"2013-03","abstract_html":"2013-03","abstract_has_math":false,"creators":["Ostashewski, Nathaniel"],"institution":"Athabasca University","degree_name":"Doctor of Education (EdD) in Distance Education","degree_level":"doctoral","degree_discipline":"Centre for Distance Education","degree_department":null,"school":null,"contributors":["Kenny, Richard (Centre for Distance Education, Athabasca University)","Hoven, Debra (Centre for Distance Education, Athabasca University)","Reid, Doug (2Learn Education Society)","Herrington, Jan (Murdoch University)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-04-04","date_published":"2013-04-04","updated_at":"2026-08-21T16:41:54Z","subjects":["networked learning","Teacher Professional Development","Online","technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["TC-AEAU-26"],"render_values":[{"text":"TC-AEAU-26","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10791/26","outbound_label":"Handle","outbound_source":"dc:identifier"},"source_record":{"url":"https://dt.athabascau.ca/oai/request?verb=GetRecord&metadataPrefix=oai_etdms&identifier=oai%3Adt.athabascau.ca%3A10791%2F26","prefix":"oai_etdms"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kenny, Richard (Centre for Distance Education, Athabasca University)","Hoven, Debra (Centre for Distance Education, Athabasca University)","Reid, Doug (2Learn Education Society)","Herrington, Jan (Murdoch University)"]},{"key":"dc:creator","label":"Author","values":["Ostashewski, Nathaniel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-04-04"]},{"key":"dc:publisher","label":"Institution","values":["Athabasca University"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Centre for Distance Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD) in Distance Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Athabasca University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["networked learning","Teacher Professional Development","Online","technology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10791/26","https://dt.athabascau.ca/jspui/bitstream/10791/26/5/NathanielOstashewskiFinal.pdf","TC-AEAU-26"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2013-03","This study evaluated the third design iteration of a networked teacher professional development (nTPD) implementation. In particular, the study explored the kinds of teacher technology professional learning that resulted as a consequence of nTPD participation. As part of an ongoing design-based research program, the goal of this study was to evaluate the teacher learning resulting from participation in online-delivered TPD activities. In addition the results inform an evolving model of nTPD articulating the components and elements of the online learning activities that have value in supporting and/or advancing teacher practices. The results of this study indicate that teachers who participate in nTPD find the experiential learning activities and the sharing of resources and lesson plans to be valuable for their professional practice. NTPD, delivered in a social networking site environment, results in new kinds of teacher learning opportunities. Some of these new learning opportunities include shared digital curation activities and unique cognitive-apprenticeship type activities described further as “learning over the shoulders of giants.” In theory, nTPD provides teachers with opportunities to connect with others who are teaching in similar curricular areas to identify, develop, and share resources that can support their teaching practice. In practice, the articulation of a revised nTPD model and design principles provides developers of online-networked TPD with guidelines for the development of valued learning activities, particularly for technology TPD topics."]},{"key":"dc:title","label":"Title","values":["Networked Teacher Professional Development: Assessing K-12 Teacher Professional Development within a social networking framework"]}]}],"canonical_facts":{"dc:contributor":["Kenny, Richard (Centre for Distance Education, Athabasca University)","Hoven, Debra (Centre for Distance Education, Athabasca University)","Reid, Doug (2Learn Education Society)","Herrington, Jan (Murdoch University)"],"dc:creator":["Ostashewski, Nathaniel"],"dc:date":["2013-04-04"],"dc:description":["2013-03","This study evaluated the third design iteration of a networked teacher professional development (nTPD) implementation. 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