edWeb.net
6/24/2023 4:08:56 PM
Princeton
Melissa Hodgson
PO Box 1387
Princeton, NJ 08542
2014863458
melissaedweb.net
Online
6/30/2023
6/30/2024
1 hour per edWebinar
edWeb is a free, award-winning professional learning ecosystem that provides a social network for collaboration; an extensive library of live and recorded edWebinars and podcasts; and CE certificates for PD hours that are widely accepted nationwide. The edWeb community consists of over one million PreK-12 educators in all roles: classroom teachers, paraprofessionals, student support personnel, media specialists, librarians, academic coaches, administrators, and pre-service teachers. We have programming that support all roles!
Professional learning with edWeb comes in the form of edWebinars, hour-long presentations on the most timely, relevant topics most needed by today's educators. We host dozens of new, live edWebinars each month and have an archive of over 2,000 on-demand. Our edWebinars are presented by experts in specific fields in education and are free thanks to our industry sponsors. Educators can further their learning by creating or joining virtual professional learning communities and connecting with over one million educators worldwide.
Visit www.edweb.net to join for free to access on-demand edWebinars, check out our calendar of upcoming events, and learn how to access free CE certificates for edWebinars.
All edWebinars are approximately 60 minutes in length and come with a personalized CE certificate. Each presenter begins with a basic agenda for the presentations, highlighting the topics to be covered, and concludes the presentation with a live Q&A session. edWebinars include an optional objective quiz that can be taken by the participant to demonstrate their learning. Quiz results are printed on the personalized CE certificates. edWebinars use a mixture of direct instruction from qualified presenters, participant dialogue with the presenters, and online chats between educators at the conclusion of the edWebinar.
edWeb's target audience includes all PreK-12 educators, including classroom teachers, school and district leaders, instructional coaches, technology specialists, media specialists, paraprofessionals, student support personnel, and early childhood specialists.
Membership is free! Educators can join at www.edWeb.net. Members may choose to participate in the live edWebinar, or watch a pre-recorded, archived webinar.
| Instructional Strategies | The goals of edWeb.net’s edWebinars and edWeb communities align with the overarching goal of increasing student achievement, engagement, wellbeing, and college/career-readiness. edWeb’s goals include:
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| Assessment | The goals of edWeb.net’s edWebinars and edWeb communities align with the overarching goal of increasing student achievement, engagement, wellbeing, and college/career-readiness. edWeb’s goals include:
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| Advocacy/Leadership | The goals of edWeb.net’s edWebinars and edWeb communities align with the overarching goal of increasing student achievement, engagement, wellbeing, and college/career-readiness. edWeb’s goals include:
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| Education Technology | The goals of edWeb.net’s edWebinars and edWeb communities align with the overarching goal of increasing student achievement, engagement, wellbeing, and college/career-readiness. edWeb’s goals include:
Samples of edWebinars in this category are:
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| Principles of learning/developmental stages | The goals of edWeb.net’s edWebinars and edWeb communities align with the overarching goal of increasing student achievement, engagement, wellbeing, and college/career-readiness. edWeb’s goals include:
Samples of edWebinars in this category are:
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| Cognitive research | The goals of edWeb.net’s edWebinars and edWeb communities align with the overarching goal of increasing student achievement, engagement, wellbeing, and college/career-readiness. edWeb’s goals include:
Samples of edWebinars in this category are:
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| Parent involvement | The goals of edWeb.net’s edWebinars and edWeb communities align with the overarching goal of increasing student achievement, engagement, wellbeing, and college/career-readiness. edWeb’s goals include:
Samples of edWebinars in this category are:
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| Building a collaborative learning community | The goals of edWeb.net’s edWebinars and edWeb communities align with the overarching goal of increasing student achievement, engagement, wellbeing, and college/career-readiness. edWeb’s goals include:
Samples of edWebinars in this category are:
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| Student health and wellness, including: A.E.D. and CPR | The goals of edWeb.net’s edWebinars and edWeb communities align with the overarching goal of increasing student achievement, engagement, wellbeing, and college/career-readiness. edWeb’s goals include:
Samples of edWebinars in this category are:
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edWeb.net partners with dozens of educational organizations, including Digital Promise, HMH, Stages Learning, and Scholastic, to bring the most relevant topics to our members via edWebinars. All edWebinars have specific objectives which are communicated to the participants at the beginning of the presentation. The edWeb.net browsing feature allows educators to search for specific topics and read summaries of the edWebinars to help them decide which presentation best meets their needs.
edWebinars:
Are presented by experts at the top of their fields in all areas of education.
Provide an opportunity for professional learning to be aligned to personal professional learning plans, and also provide a wide range of choice to meet educator interests.
Provide a range of rigorous content to meet the needs of preK - 12 educators in all school roles, including teachers, media specialists, and administrators.
Help educators develop the technology skills to effectively incorporate technology into the school environment, instruction and learning, and community outreach.
Address the needs of all learners, including special needs, ELL, gifted and talented.
Provide support for culturally and linguistically responsive teaching and equitable access to learning in school and at home.
Provide programs on school safety, bullying prevention, cognitive development, and social-emotional learning.
Has an extensive collection of programs to support all levels of education, early childhood, intermediate, and secondary education.
Have continuing education quizzes and professional learning plans that provide opportunities for assessment, reflection, and action.
Are aligned with the ISTE Standards for Educators
edWeb.net’s research-based practices for personalized professional learning were the focus of a recent case study conducted by Cambridge Learning Group. A summary of the report and a link to the full report, which contains a bibliography is below.
Rock Valley Community School District in Iowa relies on edWeb.net to support its professional development program for teachers. Their program embodies four of the key features identified by educational researchers as characterizing high quality professional learning experiences, the effective design of online communities for teachers, and best practices for integrating informal online professional learning with formal district professional development. In each case, edWeb.net provides critical support that empowers Rock Valley leaders to implement research-based practices:
Content-based professional development through edWeb.net resources applied to instruction
Active learning through structured online activities and classroom application
Collaboration that builds knowledge and makes collective decisions
Sustained development through personal learning plans linked to activities in edWeb.net
edWeb.net has made it possible for Rock Valley Community School District to put a professional development program into place that embodies many of the features most important for improving instruction. Rachel Langenhorst, a district leader responsible for developing the professional development programs the district uses, acknowledges that some of the activities could have been supported using general-purpose tools, such as Google Docs, and some do incorporate such tools. However, she says that she would gladly pay for edWeb.net because it provides a central hub through which to link together a “hot mess” of free tools. It offers an intuitive interface, keeps everything in one place, and offers extensive community administration options.
edWeb.net enables leaders to design and deliver professional development programming that exemplifies much of what we know from research to be effective in transforming instructional practice to accelerate student growth. Rock Valley teachers benefit from edWebinar content aligned with their goals for instructional improvement they can use right away in their classrooms. The school year is punctuated with intensive active, collaborative learning activities that are structured and documented on edWeb.net. These are tied to continuous improvement through each teachers’ professional learning plans and their collective decisions about instructional strategies, some of which are also made on the platform. Rock Valley’s Individualized PD Day and Rocket University experiences are shared with their AEA as well as their school board to further increase communication and common goals.
Other districts would do well to build on Rock Valley’s example of how best to use edWeb.net to support powerful professional development grounded in research on how teachers learn.
The Rock Valley Case Study included the following references:
Allen, J. P., Hafen, C. A., Gregory, A. C., Mikami, A. Y., & Pianta, R. (2015). Enhancing secondary
school instruction and student achievement: Replication and extension of the
My Teaching Partner-Secondary intervention. Journal of Research on Educational
Effectiveness, 8(4), 475–489
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based
approach to enhancing secondary school instruction and student achievement. Science,
333(6045), 1034–1037.
Babinski, L. M., Jones, B. D., & DeWert, M. H. (2001). The roles of facilitators and peers in an
online support community for first-year teachers. Journal of Educational & Psychological
Consultation, 12(2), 151–169.
Barab, S. A., MaKinster, J. G., & Scheckler, R. (2003). Designing system dualities:
Characterizing a web-supported professional development community. Information Society,
19(3), 237–256.
Blitz, C. L. (2013). Can online learning communities achieve the goals of traditional professional
learning communities? What the literature says (REL 2013–003). Washington, DC: U.S.
Department of Education, Institute of Education Sciences, National Center for Education
Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic.
Retrieved from http://ies.ed.gov/ncee/edlabs/regions/midatlantic/pdf/REL_2013013.pdf
Booth, S. E. (2012). Cultivating knowledge sharing and trust in online communities for educators.
Journal of Educational Computing Research, 47(1), 1–31.
Bourhis, A., Dubé, L., & Jacob, R. (2005). The success of virtual communities of practice: The
leadership factor. The Electronic Journal of Knowledge Management, 3(1), 23–34.
Buczynski, S. & Hansen, C. B. (2010). Impact of professional development on teacher practice:
Uncovering connections. Teaching and Teacher Education, 26(3), 599–607
Cambridge, D. (2014). The connected community: Exploratory research on designing online
communities of practice for educators to create value. Office of Educational Technology.
Washington, DC: U.S. Department of Education.
Cambridge, D. and Nussbaum-Beach, S. (2014). The future ready district: Professional learning
through online communities of practice and social networks to drive continuous improvement.
Office of Educational Technology. Washington, DC: U.S. Department of Education.
Carroll, J. M., Choo, C. W., Dunlap, D. R., Isenhour, P. L., Kerr, S. T., MacLean, A., et al. (2003).
Knowledge management support for teachers. Educational Technology Research and
Development, 51(4), 42–64.
Chen, Y., Chen, N. S., & Tsai, C.-C. (2009). The use of online synchronous discussion for webbased
professional development for teachers. Computers & Education, 53(4), 1155–1166.
Chen, J., Xu, H., & Whinston, A. B. (2011). Moderated online communities and quality of usergenerated
content. Journal of Management Information Systems, 28(2), 237–268.
Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective teacher professional development.
Palo Alto, CA: Learning Policy Institute.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009).
Professional learning in the learning profession. Washington, DC: National Staff
Development Council.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development:
Toward better conceptualizations and measures. Educational researcher, 38(3), 181–199.
Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of
professional learning. British Journal of Educational Technology, 41(2), 324–340.
Farooq, U., Schank, P., Harris, A., Fusco, J., & Schlager, M. (2007). Sustaining a community
computing infrastructure for online teacher professional development: A case study of
designing Tapped In. Computer Supported Cooperative Work, 16(4), 397–429.
Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., et al.
(2013). Comparing the impact of online and face-to-face professional development in the
context of curriculum implementation. Journal of Teacher Education. Retrieved from http://
jte.sagepub.com/content/early/2013/05/24/0022487113494413.full.pdf+html
Gairín-Sallán, J., Rodríguez-Gómez, D., & Armengol-Asparó, C. (2010). Who exactly is the
moderator? A consideration of online knowledge management network moderation in
educational organisations. Computers & Education, 55(1), 304–312.
Gareis, C. R., & Nussbaum-Beach, S. (2007). Electronically mentoring to develop accomplished
professional teachers. Journal of Personnel Evaluation in Education, 20(3), 227–246.
Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. S. (2001). What makes professional
development effective? Results from a national sample of teachers. American Educational
Research Journal, 38(4), 915–945.
Gray, B. (2004). Informal learning in an online community of practice. Journal of Distance
Education, 19(1), 20–35.
Greenleaf, C. L., Hanson, T. L., Rosen, R., Boscardin, D. K., Herman, J., Schneider, S. A.,
Madden, S., & Jones, B. (2011). Integrating literacy and science in biology: Teaching and
learning impacts of reading apprenticeship professional development. American Educational
Research Journal, 48(3), 647–717.
Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. W. (2012). Differential effects
of three professional development models on teacher knowledge and student achievement
in elementary science. Journal of Research in Science Teaching, 49(3), 333–362.
Hew, X., & Hara, X. (2007). Knowledge sharing in online environments: A qualitative case
study. Journal of the American Society for Information Science and Technology, 58(14),
2310-2324.
Hickey, D. T., Otto, N., Itow, R., Schenke, K., Tran, C., & Chow, C. (2017). Badges design
principles documentation project. Bloomington, IN: Indiana University, Center for Research
on Learning and Technology.
Hur, J. W., & Brush, T. A. (2009). Teacher participation in online communities: Why do teachers
want to participate in self-generated online communities of K–12 teachers? Journal of
Research on Technology in Education, 41(3), 279–303.
Killion, J. (2013). Tapping technology’s potential. JSD, 34(1), 10–18. Retrieved from http://learningforward.org/docs/default-source/jsd-february-2013/killion341.pdf?sfvrsn=2
Johnson, C. C., & Fargo, J. D. (2014). A study of the impact of transformative professional
development on Hispanic student performance on state mandated assessments of science
in elementary school. Journal of Elementary Science Teacher Education, 25(7), 845–859.
Johnson, P. (2003). Choice words: How language effects children’s learning. Portland, ME:
Stenhouse Publishing.
Kleickmann, T., Trobst, S., Jonen, A., Vehmeyer, J., & Moller, K. (2016). The effects of expert
scaffolding in elementary science professional development on teachers’ beliefs and motivations,
instructional practices, and student achievement. Journal of Educational Psychology,
108(1) 21–42.
Meissel, K., Parr, J. M., & Timperley, H. S. (2016). Can professional development of teachers
reduce disparity in student achievement? Teaching and Teacher Education(58), 163–173.
National Center for Literacy Education. (2013). Remodeling literacy learning: Making room for
what works. Urbana, IL: National Council of Teachers of English.
Penuel, W. R., Gallagher, L. P., & Moorthy, S. (2011). Preparing teachers to design sequences
of instruction in Earth systems science: A Comparison of three professional development
programs. American Educational Research Journal, 48(4), 996–1025.
Prestridge, S. (2010). ICT professional development for teachers in online forums: Analysing the
role of discussion. Teaching and Teacher Education, 26(2), 252–258.
Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z. (2011).
Videobased lesson analysis: Effective science PD for teacher and student learning. Journal
on Research in Science Teaching, 48(2), 117–148.
Shaha, S.H., & Ellsworth, H. (2013). Predictors of success for professional development:
Linking student achievement to school and educator successes through on-demand, online
professional learning. Journal of Instructional Psychology, 40(1), 19–26.
Supovitz, J. A., Mayer, D. P., & Kahle, J. B. (2000). Promoting inquiry based instructional practice:
The longitudinal impact of professional development in the context of systemic reform.
Educational Policy 14(3), 331–356.
Vavasseur, C., & MacGregor, S. (2008). Extending content-focused professional development
through online communities of practice. Journal of Research on Technology in Education,
40(4), 517–536.
Weiss, I. R., & Pasley, J. D. (2006). Scaling up instructional improvement through teacher
professional development: Insights from the local systemic change initiative. Philadelphia,
PA: Consortium for Policy Research in Education (CPRE) Policy Briefs
Wenger, E., White, N., & Smith, J. (2009). Digital habitats: Stewarding technology for communities.
Portland, OR: CPsquare.
The full report can be downloaded here:
http://home.edweb.net/wp-content/uploads/RockValleyCaseStudy_17-0622.pdf
edWeb.net professional learning edWebinars are presented by leading education experts and innovative educators who are at the top of their fields of expertise. All edWebinar presenters:
Are recommended by a wide network of partners, sponsors, community members, and past presenters, to identify educators around the globe who are doing the most innovative, effective work in education.
Include a biography on the edWebinar registration page listing their qualifications, areas of expertise, and accomplishments in their fields.
Qualifications are reviewed by an edWeb.net Review Team, which consists of Education and Technology experts, to ensure they have demonstrated competence to provide exceptional edWebinar programs.
Each presentation provides an opportunity for all attendees to participate in a live chat which provides real-time verification that the information and content is meeting the needs of the audience.
edWeb.net programs have been presented by more than 3,000 educators who are are at the top of their field and provide the community with broad, diverse, and extensive ranges of experience, level, role, and expertise.
edWebinar programs have been viewed more than 700,000 times over the past 5 years, and 600,000 certificates of completion have been awarded - an 86% completion rate.
