Web-Supported Communities for Teacher Professional Development: Five Cautions Article
Hedieh Najafi, Ontario Institute for Studies in Education of the University of Toronto, Canada ; Anthony Clarke, University of British Columbia, Canada
CITE Journal Volume 8, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
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.
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. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 15, 2018 from https://www.learntechlib.org/primary/p/25320/.
© 2008 Society for Information Technology & Teacher Education
- 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.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.