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DC Field | Value | Language |
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dc.contributor.author | Anderson, Robin Keturah | |
dc.date.accessioned | 2018-11-04T23:35:55Z | |
dc.date.accessioned | 2018-11-04T22:41:00Z | - |
dc.date.available | 2018-11-04T23:35:55Z | |
dc.date.available | 2018-11-04T22:41:00Z | - |
dc.date.issued | 2018-07 | |
dc.identifier.citation | Anderson, R. K. (2018). Beyond Copy Room Collaboration: A Case Study of Online Informal Teacher Professional Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences. | en_US |
dc.identifier.uri | https://doi.dx.org/10.22318/cscl2018.1511 | |
dc.identifier.uri | https://repository.isls.org//handle/1/706 | - |
dc.description.abstract | With the ubiquity of social media and the access to information instantly, teachers, like the rest of society, are turning to the internet for support. This study investigates how a public Facebook group mediates contextually relevant professional learning. Using a qualitative case study research design, a Facebook group tailored to mathematics education is analyzed based on 1) how group members share knowledge, and 2) the use of discourse structures to support professional learning. | en_US |
dc.language.iso | en | en_US |
dc.publisher | International Society of the Learning Sciences, Inc. [ISLS]. | en_US |
dc.title | Beyond Copy Room Collaboration: A Case Study of Online Informal Teacher Professional Learning | en_US |
dc.type | Book chapter | en_US |
Appears in Collections: | ICLS 2018 |
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