From PDAs to cell phones to tablets, there's no denying the ever-increasing presence of technology in our world. It’s so pervasive that it's pretty much standard practice for employees to receive company-issued computers and phones on their first day.  But what about the growing tablet market?

Compared to smart phones, tablets have infiltrated the population at a much quicker rate. A recent study found that in just under two years, more than 40 million Americans became owners of some form of tablet—be it an iPad, Kindle, etc. With more and more people acquiring the new gadgets, it's only natural that companies jump on board as well—and many have. From law firms to elementary schools, more employers are recognizing the device's pull and are therefore changing policies and procedures to incorporate increased use of the technology. So what does this mean for the workplace?

While many institutions provide centralized technology support for faculty, there is a lack of centralized professional development opportunities that focus on simultaneously developing instructors’ technological, pedagogical, and content knowledge (TPACK) in higher education. Additionally, there are few professional development opportunities for faculty that continue throughout the practice of teaching with technology. We propose a model of continuing professional development that provides instructors with the ability to meaningfully integrate technology into their teaching practices through centralized support for developing TPACK. In doing so, we draw upon several theoretical frameworks and evidence based practices.

Ongoing professional development is vital for educators to remain effective in their roles. As the educational landscape evolves, teachers must continuously update their skills and knowledge to meet the changing needs of their students. Investing in professional development enhances teaching practices and improves student outcomes, making it an essential component of a successful education system. ... Read more

Professional Development Resources, a national provider of accredited continuing education units, is preparing for its annual event that involves keeping its curriculum fresh by introducing new courses and retiring older ones.

Organizer: Financial Management Institute of Canada
Location: Ottawa

Chris Young, Netskills, University of Newcastle and Paul Trueman, Netskills, University of Newcastle will be looking at accreditation systems. You may be new to a Web-role or you may be more experienced, with a set of useful skills. Either way, increasingly there is a need for recognised individual development and accreditation in order to progress in within your organisation and with your own career.

JALT (The Annual International Conference of the Japan Association for Language Teaching). November 15 (Fri), 13:30-19:00 in Shizuoka. Call for proposals ends March 10th, 2024.

In response to one school district's commitment to professional development, research explores teacher PD best practices and reviews the district's offerings.

Countries that score highest on an international measure of student achievement tend to have these three things in common when it comes to professional development for teachers.

Many outside PD opportunities still separate the "haves" from the "have-nots" and uphold systemic oppression.

Teachers are the experts of the classroom, so they should be empowered to lead professional development, educators said at a forum that included the two national teachers' union presidents.

Quiz yourself: How have educational professional development needs and interests shifted since the start of the pandemic, and how are schools and districts addressing these changes?

Despite being rebuked by Congress in its bid to do so last year, the U.S. Department of Education says it will use Education Innovation and Research funds for teacher professional development vouchers.

DEPARTMENT OF EDUCATION: Professional Standards Board

Teachers report participating in more non-school than school embedded professional development (i.e. professional development that is grounded in teachers daily professional practices). Participation in non-school and school embedded professional development varies greatly between countries.

Exposure to high quality teacher professional development varies greatly both between and within countries, which broadens the scope of work for policy makers.

In countries that performed above the OECD average in science, at least 80% of the students are in schools that invite specialists to conduct teacher training or organise in-service workshops for teachers or where teachers cooperate with each other. This is higher, on average, than what is observed among other countries.

Experts Will Deliver Research-Based Strategies that Build Leadership Practices, Collective Teacher Efficacy and Student Achievement

Countries that score highest on an international measure of student achievement tend to have these three things in common when it comes to professional development for teachers.

Many outside PD opportunities still separate the "haves" from the "have-nots" and uphold systemic oppression.

Teachers are the experts of the classroom, so they should be empowered to lead professional development, educators said at a forum that included the two national teachers' union presidents.

Despite being rebuked by Congress in its bid to do so last year, the U.S. Department of Education says it will use Education Innovation and Research funds for teacher professional development vouchers.

Sleep and breathing disorders are highly prevalent, representing a growing subspecialty of respiratory medicine. The term sleep disordered breathing (SDB) encompasses a range of conditions characterised by abnormal breathing during sleep, from chronic or habitual snoring, to frank obstructive sleep apnoea (OSA) or, in some cases, central sleep apnoea (CSA) and hypoventilation syndromes. OSA is the commonest form of SDB, leading to many potential consequences and adverse clinical outcomes, including excessive daytime sleepiness, impaired daytime function, metabolic dysfunction, and an increased risk of cardiovascular disease and mortality [1]. The estimated reported prevalence of moderate-to-severe SDB (≥15 events·h^–1) was 23.4% in women and 49.7% in men, and the prevalence of symptomatic OSA was 9% and 13%, respectively [2]. However, in some populations, the prevalence of OSA is substantially higher, such as in patients been evaluated for bariatric surgery (estimated range 70–80%), in patients who have had a transient ischaemic attack or stroke (estimated range 60–70%) and in patients with cardiometabolic disease [3–6]. Limited data have been reported on CSA and non-obstructive sleep-related hypoventilation, which have received considerable interest in the sleep field within the past 10 years. Even if their prevalence was noted to be quite low relative to the prevalence of OSA [7], they are quite common in specific subpopulations [8–10].

Professional development that combines online and in-person activities offers a number of potential advantages for teacher learning. Online activities can extend the learning that occurs in face-to-face sessions, and in-person sessions can establish a strong foundation for teachers’ online interactions.

A new research brief illuminates the landscape of professional development in Head Start programs. Using data from the spring 2017 round of the FACES 2014 Survey, researchers explore professional development experiences of Head Start program directors, center directors, teachers, and other staff.

Principals can play an important role in improving instruction and student achievement in their schools. Many professional development programs focus on strengthening principals’ leadership skills.

Online Resource

Saunders, Rebecca Ann, author