A New Image: Online Communities to Facilitate Teacher Professional Development Article
Jennifer V. Lock, University of Calgary, Canada
Journal of Technology and Teacher Education Volume 14, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Realizing the potential of online or virtual communities to facilitate teacher professional development requires educators
to change their current perceptions of professional development. This calls for educators to develop new images of ongoing opportunities for professional development,
based on their needs within an online community of learners and their recognition that communities may include individuals
from local regions and from around the world who share mutual interests and goals. The realization of online learning communities to facilitate teacher professional development is a matter of carefully and deliberatively designing dynamic learning environments that foster a learning culture. This requires a pedagogical framework that nurtures the establishment of relationships, intimacy, and trust, where people engage
in shared learning experiences mediated through technology. Designing an online learning environment that fosters the development of a learning community is not about adding technology on to current professional development practices. Rather, it is about designing, building, and supporting a structure and a process that are purposeful and fluid in nature and in meeting the personal ongoing professional
development needs of teachers.
Lock, J.V. (2006). A New Image: Online Communities to Facilitate Teacher Professional Development. Journal of Technology and Teacher Education, 14(4), 663-678. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved July 18, 2018 from https://www.learntechlib.org/primary/p/21030/.
© 2006 Society for Information Technology & Teacher Education
Jo Cady & Kristin Rearden, University of Tennessee, United States
Journal of Technology and Teacher Education Vol. 17, No. 3 (July 2009) pp. 281–298
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