ABSTRACT
The preliminary results reported here are part of a larger research program aimed at identifying ways in which a specific educational computer application called StarLogo improves both student understanding of complex dynamic systems and more broadly, technology use and skills. The intent of the smaller study was to identify successes and barriers in the design and delivery of professional development activities with the explicit goal of building network capacity. Drawing on three major bodies of literature: professional development in education (cf. Howe & Stubbs), social network theory (cf. Rogers, 1995), and design research (Collins, 1999), we implemented a professional development model with the following four design features: flexibility—addressing the dynamic nature of teaching environments and individual goals; adaptiveness—attending to the situatedness of individual teaching contexts and responding to system-wide needs; building social network capacity--providing avenues for communication, collaboration and peer facilitation; and self-organization—encouraging self-reflexive metacognitive behavior with a view to enhancing teacher autonomy and empowerment
