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Consuming and creating: Early-adopting science teachers' perceptions and use of a wiki to support professional development
ARTICLE

, Department of Education and Professional Studies, Ireland ; , School of Chemical and Physical Science, New Zealand

Computers & Education Volume 68, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Many teachers have little opportunity to share and discuss their practice in the course of a normal school day beyond chance meetings in the staff room. Such a lack of opportunity can leave many teachers feeling isolated. However, online resources are continuously providing teachers with greater opportunities to engage with other teachers. This research studied early-adopting New Zealand science teachers' perceptions and integration of one such online resource, a wiki, for professional development. The wiki was developed to support teacher portfolios consisting of mediums called Content Representations (CoRes) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Initial interviews were conducted with six teachers and were followed by case studies of three of these teachers. Data included pre/post interviews, field notes from feedback on observations, and teachers' use of the wiki. Findings discuss important factors organised around three themes in relation to teacher perceptions and engagement in knowledge sharing on a wiki: technology competence, technology utility, and technology resourcing.

Citation

Donnelly, D.F. & Boniface, S. (2013). Consuming and creating: Early-adopting science teachers' perceptions and use of a wiki to support professional development. Computers & Education, 68(1), 9-20. Elsevier Ltd. Retrieved November 26, 2022 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.04.023

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