UCLA

This dissertation investigates one form of online professional development, namely activity-based, collaborative online teacher professional development (“ABCoTPD”), to assess its effectiveness through the lens of teachers' perspectives of its relevance and impact. The research employs a qualitative methodology, gathering data through virtual classrooms, and reflective tasks, with an emphasis on teachers' voice and active participation as key data sources. The study focuses on a specific ABCoTPD that explores the judicious use of AI in education and serves mid-career K-12 teachers from diverse subject areas. This setting provides a rich context for exploring the nuanced experiences of educators engaging with emerging technologies in pedagogical settings. The intended contributions of this research include insights into the efficacy of online professional development in meeting teachers' needs, enhancing pedagogical skills, and fostering innovation. The findings may inform the broader educational community about effective practices in online teacher professional development, offering guidelines for creating meaningful and impactful learning opportunities that align with teachers' professional goals and contexts.