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Online professional learning websites provide a unique window into how teachers make self-directed choices about their own professional development. This study extends previous research on how teachers use online resource repositories to examine how teachers make choices about resource use on a professional learning website. The website, the Everyday Mathematics Virtual Learning Community, offers teachers two types of professional learning resources: (1) videos that can be played and (2) documents that can be downloaded. Each resource is presented with a wealth of information--such as user ratings, user comments, grade level designation, and a resource description--that could potentially influence teachers' decisions about whether to use the resource. This study uses multiple regression to understand what information predicts whether teachers download a document or play a video. The results indicate that teachers are influenced by other users' evaluations of resources, perceived practicality of resources, and brevity and accessibility of information about resources.

Well-designed curriculum materials include educative components that help teachers effectively plan, implement, and adapt activities for diverse learners. Digital materials offer several affordances over print materials in the format, fit, and flexibility of the educative information provided to teachers, as well as the ability of the materials to track and follow-up on teacher behaviors. Drawing on current research and development projects, this paper describes two promising approaches that take advantage of these digital affordances to enhance the educative experience for teachers. The first approach, called the "expansion" approach, allows nearly limitless expansion of the amount, type, and nature of educative resources offered to teachers as they use a curriculum. The second approach, called the "feedback" approach, provides customized educative feedback based on teacher needs and behaviors while using a curriculum. These approaches have implications for future curriculum design and research.

Teachers face many challenges helping students meet the expectations set forth in the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010). CCSSM content standards not only introduce new concepts at each grade level but also require teachers to learn new terminology for old concepts and consider how students' understanding of concepts builds across grades. The Common Core's Standards for Mathematical Practice (SMP) pose an even greater challenge, as these "habits of mind," or processes for doing mathematics, will be assessed in many states for the first time. CCSSM expectations demand such effective teaching practices as those outlined in "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014). This article describes how using video clubs for professional development can help teachers effectively implement CCSSM. The authors provide an overview of video clubs and why they are useful, share key experiences from their own work conducting video clubs with practicing teachers, and provide recommendations for others who wish to start video clubs.

Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and presents a challenge for educators to consider when engaging in online learning.