Most commonly understood as the growth of professional practice and knowledge, Professional Learning (PD) in the field of Education has allowed teachers and educational professionals opportunities to broaden their pedagogical and instructional strategies. PD, in many ways, allows the teacher to become the learner who takes part in crafting knowledge focused on a subject taught or skill set to be developed.

Cope and Kalantzis (2010) state, “a revolution is occurring in education. This revolution is being fuelled in part by the new information and communication technologies. Fundamentally, however, the change is in the human relations of learning.”

Yet, with a PD structure that is typically systemically based – a process which is ordered, mandated, and implemented by the powers that be – are our teachers given opportunities to learn in authentic, self-directed ways in new spaces, using innovative information and communication technologies?

All to often, the “lunch and learn”, “in-service”…

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