Advisor
Kendrick, David S.
Advisor
Kyser, Christine D.
Committee Member
Pulos, Steven M.
Committee Member
Black, Linda
Department
Educational Technology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
8-1-2015
Genre
Thesis
Extent
226 pages
Digital Origin
Born digital
Abstract
In an attempt to explore better learning opportunities for students, research indicates that teachers must actively pursue their own professional development. With advanced social media options available, an affordable, accessible social learning tool such as Edmodo could be used for teachers’ professional development as well as communicating, motivating, and collaborating with students. Interactive online environments with their peers encourage educators to they can initiate evidence-based learning strategies. This study was designed to examine the relevance of web-based professional development for teachers. The study focused on evaluating how teachers’ professional development activities could be conducted through social networking sites, specifically Edmodo. The study also focused on teachers’ perceptions and experiences with a networking platform as a mechanism for delivering quality professional development. Over 50% of educators are unengaged in online professional development; however, increasing numbers of teachers are advocating the use of social platforms for education. Currently, there is a gap in the literature with respect to teachers’ online professional development. This study was a normative, quantitative analysis that studied the relevance of a social learning network on a specific population in the country of Kuwait. This study suggested the need for future research on utilizing such a platform for learning and in the online professional development arena.
Degree type
PhD
Degree Name
Doctoral
Language
English
Local Identifiers
Alfailakawi_unco_0161D_10405
Rights Statement
Copyright is held by author.
