Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/706
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dc.contributor.authorAnderson, Robin Keturah
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:41:00Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:41:00Z-
dc.date.issued2018-07
dc.identifier.citationAnderson, 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.urihttps://doi.dx.org/10.22318/cscl2018.1511
dc.identifier.urihttps://repository.isls.org//handle/1/706-
dc.description.abstractWith 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.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleBeyond Copy Room Collaboration: A Case Study of Online Informal Teacher Professional Learningen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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