Abstract
A crucial element of enhancing science education and maximizing science literacy is the capacity to implement successful programs of online professional development for science teachers. Despite the recently acknowledged dearth of research about this topic, there is a growing number of in-service programs of varying duration that aim (and claim) to use contemporary information and communication technologies to augment the knowledge and skills of practicing science educators at all educational levels and across educational sectors. The diversity of these programs notwithstanding, their common focus is on assisting science teachers to develop and refine strategies to boost their students' learning outcomes.