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Despite indications of significant HyperDoc use, little is known regarding how educators discover and learn about HyperDocs as instructional tools. HyperDocs are interactive digital lesson plans that facilitate students’ exploration of curated sets of digital content and can support social constructivist knowledge building. To address this gap in the literature, we collected survey data from 261 HyperDoc-using educators. Analysis of the data suggested multiple entry points for both discovering and learning about HyperDocs. Formal, informal, self-directed, and even serendipitous interactions with people, spaces, and tools played a role in the participants becoming knowledgeable about and refining their use of HyperDocs. We discuss our findings in relation to research on professional learning and technology integration in education. |
