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Motivational Factors Impacting Teacher Participation in an Online Professional Development Community
PROCEEDINGS

, Indiana University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this paper is to report teacher motivations in participating in an online professional development community. Specifically, the researchers examine discussion forums in the Persistent Issues in History Network (PIHNet) a website design by Indiana and Auburn University to support 25 master teachers in implementation problem-based historical inquiry units in their classrooms. The teachers were encouraged to use the PIHNet discussion forum for online support throughout the year. A survey was administered to 25 master teachers who were members of the PIHNet community to assess their motivations for participating in discussion forums. In addition, an analysis of the online forum posts provides further evidence of motivational factors. This study is necessary to inform those interested in designing online professional development experiences for teachers. With limited research in the area of online professional development for teachers, this study is significant as future online forums emerge.

Citation

Dysard, G. (2005). Motivational Factors Impacting Teacher Participation in an Online Professional Development Community. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3813-3814). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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