Week 4 ict presentation


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Week 4 ict presentation

  1. 1. Teacher Participation In Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers?<br />Jung Won Hur and Thomas A. Brush<br />
  2. 2. Background of study<br />Increasing use of internet for educational purposes Online community<br />Teacher interaction initiates professional development<br />More teacher participated in self-generated than research-driven online community<br />
  3. 3. Question<br />Why do teachers want to participate in self-generated online community?<br />
  4. 4. Definition of terms<br />Online community<br /> a group of people utilizing computer technology sharing a particular purposes and needs.<br />Community of practice<br /> a group of practitioners sharing knowledge, values and concerns and having a mutual relationship among members<br />Groups/gatherings<br /> developing member’s knowledge and capacity and sustain the community as the interest of member last.<br />
  5. 5. Literature review<br />Reasons not to participate<br />Lack of time<br />Isolated work<br />Lack of reflection on their practice<br />Lack of technical support<br />Pressure from state-mandated standard<br />Mistrust and preference for face to face interaction<br />
  6. 6. Literature review....cont.<br />Reasons to participate<br />Collectivism<br />Reciprocity<br />Personal gain<br />Altruism<br />Online participation involves both knowledge and emotion sharing.<br />.<br />
  7. 7. Case selection criteria<br />Members are K-12 teachers <br />Has at least 1000 members<br />Meets characteristic of community of practice<br />Has been active >1year<br />Participation is voluntary<br />Is organized by members of the community<br />Community is web-based<br />Grant permission to researchers<br />
  8. 8. Participants<br />Teacher focus discussion<br />We The Teachers discussion & lesson plan sharing<br />Teaching community in LifeJournal (T-LJ)<br /> discussion<br />From the three, 120 members (40 active, 50 infrequent, 30 lurkers) were invited. 23 participated (9 TF, 8 WT, 6 T-LJ)<br />
  9. 9. Data sources<br /> Interview: beliefs about teaching, motivation for posting, ways to participate in communities, relationship with other teachers at the school. <br />Archived posting<br />Community guidelines<br />Members’ public profile<br />
  10. 10. Procedure <br />Examining and interviewing participant<br />Reading archived and new posting on a daily basis<br />Reviewing every thread ranges from january, 1 to april 30, 2007. <br />
  11. 11. Data analysis<br />Coding and categorizing data<br />Reconstructive analysis for implicit meaning data<br />Coded data put into themes<br />Making it accurate with the peer debriefers<br />
  12. 12. Result <br />5 reasons for participating in online community of teachers:<br />Sharing emotions<br />Having advantages<br />Combating teacher isolation<br />Exploring ideas<br />experiencing a sense of camariderie<br />
  13. 13. Sharing emotion<br />Exploring ideas<br />Developing<br />By participation <br />Encouraging <br />Experiencing a sense of camariderie<br />Combating teacher isolation<br />Utilizing the advantage of online<br />Result...cont<br />All elements are inter-related<br />
  14. 14. Conclusion & implications<br />Teachers find online community supportive to their professional identity<br />Interaction and making relation could generate positive feelings and build teacher confidence in their professions.<br />Further studies on online community for teacher need to highlight emotional sharing in relation to professional development, job satisfaction and student’s learning.<br />
  15. 15. Ideas to share...<br />What is your opinion regarding the article’s statement that interaction in online community contribute to teacher’s professional development?<br />What challenges might teacher experience involving in online community and might there be any negative washback?<br />