Nancy Dana and I recently led a webinar hosted by the Michigan Virtual Learning Research Institute in which we provided a synopsis of research related to professional development and mentoring in K–12 brick-and-mortar environments and used this knowledge as a springboard to engage participants in a discussion about design and research implications for the professional development and mentoring for K-12 online teachers.

This webinar was based, in part, on our recent chapters in the Handbook of Research on K-12 Online and Blended Learning:

Dawson, K., & Dana, N. F. (2014). Professional development for K-12 online teachers. In R. Ferdig & K. Kennedy (Eds.).Handbook of research on K-12 online and blended learning (pp. 245-266). Pittsburg, PA: ETC Press.

Dawson, K., & Dana, N. F. (2014). Mentoring the K-12 online teachers. In R. Ferdig & K. Kennedy (Eds.). Handbook of research on K-12 online and blended learning (pp. 267-284). Pittsburg, PA: ETC Press.

New Publication—Journal of Online Learning Research

Wayer, N., Crippen, K., & Dawson, K. (2015). Design and enactment of online components during four blended learning courses. Journal of Online Learning Research, 1(2), 219-239. Association for the Advancement of Computing in Education (AACE).

This study investigated the ways in which four K-12 teachers, following professional development in blended learning, designed the online portion of their blended learning courses and how these online components were ultimately enacted with students. Specifically, the study investigated what kind of content, resources, or activities were developed online; how content, resources, or activities were enacted with students; and how blended learning practices differed across content areas. Findings revealed that the online components of these courses varied in how much they were enacted as designed; levels of online student activity; the amount of control students had over time, place, path, and/or pace; and whether the online components were oriented towards learning from technology or learning with technology.

Two chapters in Handbook of Research on K-12 Online and Blended Learning:

Dawson, K., & Dana, N. F. (2014). Professional development for K-12 online teachers. In R. Ferdig & K. Kennedy (Eds.).Handbook of research on K-12 online and blended learning (pp. 245-266). Pittsburg, PA: ETC Press.

Dawson, K., & Dana, N. F. (2014). Mentoring the K-12 online teachers. In R. Ferdig & K. Kennedy (Eds.). Handbook of research on K-12 online and blended learning (pp. 267-284). Pittsburg, PA: ETC Press.

Special issue of TechTrends:

Dawson, K., & Kumar, S. (Eds.) (2014). Online and hybrid doctoral programs in educational technology [Special issue].TechTrends, 58(4), 89-97.

New article:

Pringle, R. M., Dawson, K., & Ritzhaupt, A. D. (2015). Integrating science and technology: Using technological pedagogical content knowledge as a framework to study the practices of science teachers. Journal of Science Education and Technology, 1-15. doi:10.1007/s10956-015-9553-9. Retrieved from http://link.springer.com/article/10.1007/s10956-015-9553-9?sa_campaign=email/event/articleAuthor/onlineFirst