Abstract

This literature review explores current knowledge in the field of online professional development for educators. The literature reveals a lack of consistent terminology and highlights features of effectiveness as well as research-based theories and models. Findings include the capacity of online platforms for professional development to provide educators with unique and promising affordances and opportunities that can support authentic learning, collaboration, and ongoing support. Current research addressing the use of online networking, social media, and devices to support educators with ubiquitous, on demand access to learning is explored. One value of using technology for educator professional development may be to support equality of access for all educators. Barriers to effective professional development and gaps in the research are also identified.