Innovating Teachers' Professional Learning through Digital Technologies. OECD Education Working Papers, No. 237

N

42

Educational Technology; Technology Uses in Education; Online Courses; Electronic Learning; Teacher Education; Large Group Instruction; Adult Learning; Access to Computers; Teacher Competencies; Technological Literacy; Teacher Participation; Faculty Development; Distance Education; Nonformal Education; Informal Education; Readiness; Teacher Attitudes; Learning Activities; Cultural Differences; Seminars; Age Differences; Teaching Experience; Occupations; COVID-19; Pandemics; School Closing; Foreign Countries; Geographic Location

Chile; South Korea; Spain; Latvia; Europe; North America; South America; Asia; Australia; New Zealand; Belgium; Lithuania; United States

10.1787/3329fae9-en

1993-9019

Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers' careers. As the COVID-19 pandemic has made face-to­-face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for teachers have been receiving renewed attention. This paper puts forward research evidence on the effectiveness of various forms of online learning for teachers and adults, and examines prerequisite conditions for enhancing teacher learning through digital technologies. Teachers' engagement in online learning activities, as captured by OECD surveys, remained limited in many OECD countries before the COVID-19 pandemic. This paper provides a basis for investigating how policies can support teachers' engagement in professional learning using digital technologies and help strike a balance between system-level provision of online teacher professional learning opportunities and the facilitation of teacher-led initiatives.

As Provided

2021

ED609836