Rethinking 21st Century Professional Development
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this paper we conceptualize and describe the key characteristics of a model for technologymediated professional learning that capitalizes on the affordances of our digital age while fostering a culture of professional inquiry and discernment. Our interest in this area arises from insights gathered from teachers, school administrators and districtlevel professional development providers during a 2005 study of the professional development experiences provided to guide the implementation of a new curriculum in a local school district. The participants' stories pointed to PD experiences that were limited in their effectiveness due to content overload, lack of applicability to the class, poor timing requiring teacher pull-out from the classroom, lack of attention to teachers' concerns, and, teacher resistance to change. Recommendations were made that the district may wish to consider online teacher professional development as a way to allow more teacher control of their own professional learning in terms of timing, content and accessibility. A recent survey of research on the field points to a shift to a technology mediated professional learning model that makes better use of the evolution of the Web.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.004 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it