Web-Supported Communities for Teacher Professional Development: Five Cautions
Save to My Collections
Najafi, H. & Clarke, A. (2008). Web-Supported Communities for Teacher Professional Development: Five Cautions. Contemporary Issues in Technology and Teacher Education, 8(3), 244-263. AACE.
Retrieved from http://www.editlib.org/p/25320.
Contemporary Issues in Technology and Teacher Education
Volume 8, Issue 3, September 2008
Association for the Advancement of Computing in Education (AACE)
More Information on CITE Journal
This interpretive case study explores an attempt to add an online component-the On-line Literacy Project-to a successful face-to-face professional development community. Participants were six members of the Literacy Project, which was carried out in the school board of a western Canadian city. The principal theoretical framework informing the study was Lave and Wegner's (1991) community of practice. Analysis of data, collected over 7 months, showed that although participants acknowledged the potential of the Online Literacy Project the concept was poorly understood, received little support, and was not deemed relevant for a number of reasons, many of which are reported in the information and communication technology literature. However, a number of distinctive factors emerged in this study that serve as cautions for others interested in similar professional development endeavors.
- Virtual Environments
- Educational Technology
- Professional Development
- Information Communication Technologies
- Networking Technologies
- Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. H. Jonassen & S. L. Land (Eds.), Theoretical foundations of learning environments (pp. 25-55). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
- Barab, S. A., MaKinster, J. G., Moore, J. A., & Cunningham, D. J. (2001). Designing and building an on-line community: The struggle to support sociability in the inquiry learning forum. Educational Technology Research and Development, 49(4), 71-96.
- Barab, S. A., MaKinster, J. G., & Scheckler, R. (2004). Designing system dualities: Characterizing an online professional development community. In Barab, R. Kling, & J.
- Barnett, M. (2002). Issues and trends concerning electronic networking technologies for teacher professional development: A critical review of the literature. Paper presented at the annual meeting of American Educational Research Association, New Orleans.
- Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
- Clarke, T., Storlund, J., Wells, J., & Wong, G. (2004). Improving literacy standards through a systemwide approach to professional learning. Paper presented at the National Staff Development Council 2004 conference, Vancouver, BC.
- Cuthbert, A., Clark, D. B., & Linn, M. (2002). WISE learning communities: Design considerations. In K. A. Renninger, & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 215-248). New York: Cambridge University Press.
- Fusco, J., Gehlbach, H., & Schlager, M. (2000). Assessing the impact of a large-scale online teacher professional development community. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education
- International Conference 2000 (pp. 2178-2183). Chesapeake, VA: Association for the Advancement of Computers in Education.
- Guskey, T. R. (2003). Result-oriented professional development. In A. Ornstein, L. Behar-Horenstein, & E. Pajak (Eds.), Contemporary issues in curriculum (3rd ed. Pp. 321-329). New York: Allyn and Bacon.
- Harasim, L., Hiltz, S. R., Teles, L., & Turoff, M. (1997). Learning networks: A field guide to teaching and learning online. Cambridge, MA: The MIT Press.
- Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of incertainty. New York: Teachers College Press.
- Havelock, B. (2004). Online community and professional learning in education: Research-based keys to sustainability. AACE Journal, 12(1), 56-84.
- Huberman, M. (1992). Teacher professional development and instructional mastry. In A. Hargreaves & M. Fullan (Eds.), Understanding teachers development (pp. 122-132). New York: Teachers College Press.
- Klecka, K. (2003, April). Trust, safety, and confidence: Building the foundation for
- Klecka, C., Clift, R. T., & Cheng, Y. (2005). Are electronic conferences a solution in search of an urban problem? Urban Education, 40(4), 412-429.
- Klecka, C. L., Clift, R. T., & Thomas, A. T. (2002). Proceed with caution: Introducing electronic conferencing in teacher education. Critical Issues in Teacher Education, 9, 2836.
- Kling, R., & Courtright, C. (2004). Group behavior and learning in electronic forums: A sociotechnical approach. In S. Barab, R. Kling & J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 91-119). New York: Cambridge University Press.
- Lave, J. (1997). The culture of acquisition and the practice of understanding. In D.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
- Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76(8), 581-596.
- Loucks-Horsely, S., Harding, C. K., Arbuckle, M. A., Murray, L. B., Dubea, C., & Williams, M. K. (1987). Continuing to learn: A guide for teacher development. Andover, MA: The Regional Laboratory for Educational Improvement of Northeast and Islands.
- Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing
- Marshall, C., & Rossman, G.B. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
- Merkel, C. B., Xiao, L. Farooq, U., Ganoe, C. H., Lee, R., Carroll, J. M., & Rosson, M. B. (2004, July). Participatory design in community computing contexts: Tales from the
- Field. In Proceedings of the Participatory Design Conference 2004 (pp. 1-10). New York: Association for Computing Machinery
- Merriam, S. B. (1988). Case study research in education. San Francisco, CA: Jossey-Bass Inc., Publishers.
- Muscella, D., & DiMauro, V. (1995). Talking about science: The case of an electronic conversation. Cambridge, MA: TERC Communications.
- Reynolds, E., Treahy, D., Chao, C., & Barab, S. (2001). The Internet learning forum: Developing a community prototype for teachers of the 21st century. Computers in the Schools, 17(3/4), 107-125.
- Schlager, M., & Fusco, J. (2004). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? In S. A. Barab, R.
- Schlager, M., Fusco, J., Koch, M., Crawford, V., & Phillips, M. (2003, June). Designing equity and diversity into online strategies to support new teachers. Paper presented at the National Educational Computing Conference, Seattle, WA.
- Schlager, M. S., Fusco, J., & Schank, P. (2002). Evolution of an online education community of practice. In K. A. Renninger & W. Shumar (Eds.), Building virtual
- Selwyn, N. (2000). Creating a ‘connected’ community? Teachers’ use of an electronic discussion group. Teachers College Record, 101(4), 750-778.
- Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press.
- Zhao, Y., & Rop, S. (2001). A critical review of the literature on electronic networks as reflective discourse communities for inservice teachers. Education and Information Technology, 6(2), 81-94.
- Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic
- Using e-Learning Technologies in Developing Remeditainment Products for the Treatment of Children with Central Auditory Processing Disorder (CAPD)
- Post degree online course in Haematopathology and e-Learning: description of an innovative curriculum in e-Learning
- Podcasts in Higher Education: What Students Want, What They Really Need, and How This Might be Supported
- Using RSS in Collaborative Course Development
- Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
- Reducing E-Learning Development Costs Using a Streamlined XML-based Approach
- Using Authentic Situations and Avatars to Build Knowledge in an E-Learning Environment
- Inspiring Learning and Teaching: Using e-tools to Facilitate Change
- Scenario making support in PBL
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.