TRANSITIONING FACE-TO-FACE MATHEMATICS PROFESSIONAL DEVELOPMENT TO SYNCHRONOUS ONLINE IMPLEMENTATION: DESIGN CONSIDERATIONS AND CHALLENGES

To make professional learning experiences more accessible to teachers, professional development providers redesigned a face-to-face professional learning experience – a Teaching Lab – for an online platform utilizing synchronous modalities. To design the online version of the Teaching Lab, our team employed design principles derived from research on high-quality professional development and from theories of technology use in education. We describe these design principles, the multiple iterations of the Teaching Lab, and the challenges we faced in the design process. We consider the roles of technology as replacement, amplification, transformation, or hindrance with respect to the online model. We conclude with a discussion of the technology framework to offer suggestions and considerations for mathematics education leaders who design professional learning opportunities.