This past year, teachers were introduced to a lot of new technology to help facilitate distance learning. And, because of this, professional development (PD) time often morphed into technical training--how to use Zoom, how to best utilize a new learning app or software program, how to troubleshoot student device issues.
With so much on teachers’ plates, this so-called PD became draining. Teachers simply couldn’t spend any more valued time learning yet another new program. And they weren’t getting the important support they needed to make tactical pedagogical shifts for their evolving learning spaces.
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