Evaluation Lead, Formative Eval : Ron Owston Lead, External Eval : To Be Confirmed Research Lead: Ron Owston, York U Research activities: York U; U of Alberta; Teacher participants and action research ABEL Model Phase Components and Participants Technology Tech Infrastructure : York Region DSB; EPS; York U; Toronto DSB; Galileo; Shaw Communications; Principal Com.; TutorBuddy; Rogers Com; GT Group Lead: Sue Spence York U Learning Pedagogical/Educational Expertise: Teacher Pd Programs: ID and Program Expertise: Teacher Participants: York U; U of Alberta; York Region DSB; Toronto DSB; Galileo; Edmonton PS; Seneca College; Tutorbuddy; TVOntario; Galileo Lead: Karen Andrews EPS ABEL’s Key Outcomes Individual/collegial change (integration of broadband enabled learning environments and digital learning resources into practice). Institutional change by individuals/collegial groups. Breaking down inter- institutional and interjurisdictional barriers. Broadband-enabled learning programs, research and collaborative pedagogies to support learning.

ABEL Model Professional Development: Participants and Components Learning and PD Activities Core Programs Collaborative Projects Optional Programs Research Projects Implementation of and Research on E-learning Experience Teachers Teacher Candidates Faculty Tech Focus Accredited and Needs focused PD Needs focused (Tenure and Promotion Support) Technology Skills ICT Classroom Management Elearning Environment and Learning Tools Mastery Accredited Program/unit Teacher Requested PD Instructional Modules Instructional Models Offered to Program for Use Within ABEL Project or Modules Related to ABEL Evaluation Action Research Projects Collaborative or Individual Research focus Instructional Focus Research focus

Core Programs Tech Focus Technology Skills ICT Classroom Management Elearning Environment and Learning Tools Mastery Teachers Pre-service Teachers Faculty Evaluation/Research on Success of Core Programs Assessment of user needs --Initial and ongoing (focus groups, interviews, surveys) Educational and training modules – utilization assessment of utilization and value (quantitative measurement [server usage file analysis] and qualitative measurement [interview, survey, questionnaire] ) Other technical issues – internet traffic specific to type of educational sites, effects of various control mechanisms to maximize bandwidth and effective technology support in the broadband network of schools, colleges, and universities Case study of ABEL learning resources implementation in the K-12 classroom Case study of ABEL learning resources implementation in the university/college classroom Peer review and quality assessment of learning modules

Learning Modules Creation, Testing, and Research and Development Cycle Learning module creation Professional ID, Faculty, Teacher Candidates, and Teachers Review of module and/or Implementation in K-12 classroom Refinement of learning modules Teacher Action Research Projects Survey data On-line data sources Refine learning module per feedback suggestions and repeat R&D cycle. Teacher feedback and other data analysis to developers Refinement of learning modules Teacher Action Research Projects Survey data On-line data sources Continue refinement and R&D cycle if necessary. Teacher feedback and other data analysis to developers Review of module and/or Implementation in K-12 classroom

Teacher Action Research Cycle Learning module creation Professional ID, Faculty, Preservice Teachers, and Teachers Implementation in K-12 classroom Teacher feedback to developers Refinement of learning modules Teacher Action Research Projects Survey On-line data sources Teacher Action Research Develop the research question regarding your practice Collect data and record your reflections on the process occurring in your practice Revise your question or practice as warranted. Keep collecting data that reflects your changes. Analyze your data and begin drafting your completed findings to share with others.

Potential Teacher Action Research Questions What questions do I have concerning the professional development sharing and learning within the ABEL system? (eg. How will communicating through the ABEL system with colleagues across Canada change the way I think about my continuous professional development? What experiences were most beneficial and in what ways were they beneficial?) What questions do I have concerning the impact of the ABEL experience on my practice in the classroom? (eg. In what ways will the use of Tutor Buddy videos change the way I help students learn new concepts? What impact do I think it will have, and what will the actual results be?)