Education Endowment Foundation, 2019, Paper. ‘Consider how technology will improve teaching and learning before introducing it New technology can often appear exciting. However, it can become a solution in search of a problem unless it is introduced in response to an identified need.’
Hilton, Hilton, Dole and Goos, 2015, Paper. ‘…systemic factors can impact on teachers’ learning and practices. According to Kershner, Pedder, and Doddington (2013), school organisational limitations and differing school cultural practices can act to constrain teachers’ professional learning.’
Coe, Kime, and Singleton, 2022, Paper. ‘A focus on the need for leaders to support the professional development of their staff is a feature of pretty much every model of school leadership and a fair amount of evidence supports its inclusion.’
Ward, no date, Article. ‘If professional development is to be effective, it is clear that leadership forms a crucial role in facilitating, developing and encouraging the structures and activities described above (Cordingley et al., 2015). It is important to consider that ‘how leaders can best fulfil this role depends on how leadership itself is understood’ (Timperley et al., 2007: 192).’
Russell, 2009, Paper. ‘Asynchronous learning environments in which communication is primarily written may provide conditions that promote reflective inquiry… the online approach, which was free from time constraints and maintained a record of written interactions, promoted critical thinking and in-depth reflection on content.’
Fishman, Konstantopoulos, Kubitskey, Vath, 2013, Paper. ‘Affordances of the online PD, such as proximity to practice, the ability to reflect on prior or proximal practice as part of PD because the PD happens during the school year and not during the summer before, and the ability to move at one’s own pace, to work in small chunks of time, or to review individual PD lessons may balance out the affordances of the face-to-face PD.’
Powell and Bodur, 2019, Paper. Access to online teacher professional development does not ensure quality experiences or outcomes and may create a false sense of effectiveness if technology is used merely as a delivery tool void of effective design or implementation principles.’
Wan, 2011, Paper. ‘Effective professional development should provide teachers adequate chances to try new ideas and strategies, with feedback on practice, sufficient technical, psychological and administrative support, and opportunities to gain a conceptual understanding of the underlying rationale.’
Binmohsen, 2015, Paper. ‘Teachers who participated in the online CPD programme could also afford longer periods of time to ponder the course materials and reflect upon them during the discussions. Online CPD programme providers could ensure that their programmes facilitate a valuable degree of discussion among and between learners.’
Education Development Trust, 2018, Paper. ‘The research-informed consensus about effective teacher professional development says the use of technology for teacher professional development needs to be considered within the wider context of thinking about effective professional development.’
Philipsen, Tondeur, Roblin, Vanslambrouk, 2019, Paper. ‘Acknowledging the existing context is essential if teachers are to be expected to successfully implement OBL in their practice. Guskey (2000) indicates that teachers may be faced with institutional barriers when it comes to implementing new knowledge, skills, attitudes, or ideas.’
Lemov, 2020, Blog. ‘Watching the game regularly can make athletes more perceptive about playing the game, but it won’t do so automatically. Just having a ‘watch party’ won’t make anyone better unless you approach it intentionally.’
Education Development Trust, 2020, Blog. ‘Regardless of whether the programme is delivered in a face-to-face, remote or blended format, it should follow the same principles of effective professional development identified by rigorous research and systematic reviews of the latest evidence.’
Burns, 2020, Blog. ‘With a plethora of potential distractions literally at their fingertips, engaging the thinking of participants online is so crucial. This is where learning design is so fundamentally important.’
Education Endowment Foundation, 2020, Paper. ‘Remote PD is found to be effective in improving a range of outcomes, including practitioner knowledge and skills and improving outcomes for pupils or other service beneficiaries. The evidence on the relative effectiveness of remote and face-to-face PD is less consistent.’
Perry, Findon, and Cordingley, 2021, Paper. We know it is possible to improve teacher effectiveness (Kraft and Papay, 2014; Hill et al., 2020), and that there are also wider benefits of doing so including greater collective teacher efficacy (Tschannen-Moran and Hoy, 2001), wellbeing, retention and recruitment, in particular for early-career teachers (Fletcher-Wood and Zuccollo, 2020; Cordingley et al., 2019).’