Beyond the Webinar: Dynamic Online STEM Professional Development

Autor/inn/en	Brasili, Alexandria; Allen, Sue
Titel	Beyond the Webinar: Dynamic Online STEM Professional Development
Quelle	In: Afterschool Matters, (2019) 29, S.9-16 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	STEM Education; After School Programs; Online Courses; Educational Technology; Technology Uses in Education; Faculty Development; Teacher Improvement; Access to Education; Videoconferencing + Suchen Sie Ihr Suchwort? STEM; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	In compensation for the diminishing time spent on science in school, afterschool programs are taking an increasingly larger role in STEM education, with over 69 percent of programs in the U.S. offering some type of STEM programming (Afterschool Alliance, 2015). As the demand for afterschool STEM programs increases, so too does the need for trained educators and staff members. Access to high-quality, accessible, and inexpensive professional development is widely recognized as foundational to implementing high-quality programming that supports and enriches youth (e.g., Miller & Hall, 2007; Vandell, Reisner, & Pierce, 2007). Though afterschool staff and leaders may appreciate how professional development benefits program quality, implementation brings a whole set of challenges (Bradshaw, 2015). Many afterschool educators do not have flexibility in their jobs to attend off-site trainings, or they work multiple jobs and so do not have the time to travel. One study found that, although afterschool staff generally found professional development useful, only 26 percent had regular opportunities to participate (Huang & Dietel, 2011). This article shares promising practices in virtual professional development for afterschool educators. According to the authors, their experience is with STEM professional development, their strategies can be adapted to other disciplines as well. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01