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Abstract This study examined the ways in which a free Web-mediated resource provided K–2 teachers with effective and differentiated professional learning opportunities on guided reading practice. Data sources included embedded… Click to show full abstract
Abstract This study examined the ways in which a free Web-mediated resource provided K–2 teachers with effective and differentiated professional learning opportunities on guided reading practice. Data sources included embedded analytics that tracked the number of new users and returning users and the paths they took while navigating the website. The study also employed geographic information system (GIS) tools to examine where the resources were being used in one Southeastern state. Data were collected for a 6-month period and findings showed the Web-mediated resources did provide differentiated learning opportunities. Additionally, applying a geospatial perspective and using data visualization revealed that many districts, especially those in underserved communities, were not accessing the resources.
Journal Title: Journal of Digital Learning in Teacher Education
Year Published: 2019
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