The study explores teachers' professional development within online communities of practice, focusing on the roles of tech stewards and the impact of digital environments on participation and learning. By using an action research approach, the research evaluates ongoing activities and gathers data through various qualitative and quantitative methods. A key finding indicates that while a core group actively contributes to discussions, a significant portion of members are primarily observers, highlighting the value of these communities for knowledge sharing and professional growth.

1. EDUCATIONPLAZA
TEACHERS’ PROFESSIONAL DEVELOPMENT
Purpose of the study
In this study we explore teachers’ professional development in online
communities of practice using social media and digital habitats to create
dynamic learning environments.
In particular we address the following questions:
• What is the appropriate role of tech stewards/community coaches in
community building?
• How does active technology stewarding affect community participation?
•What activities contribute the most to CoPs’ goals?
Rationale
New skills and literacies are needed in education to meet the challenges of
rapid technological change. Existing models of in-service training for
teachers do not provide an adequate means of reskilling teachers in a timely
enough manner to address these challenges. In Iceland teachers have
formed their own CoPs to address their professional development needs.
Recent studies provide insights into how social networking can impact
cooperation, learning and development among students and educators.
There has, however, been little research on the impacts of digital habitats on
teachers’ professional development.
Method
In the study we use an action research approach to evaluate ongoing activities
within the CoPs involved and to provide tech stewards/community coaches
with useful data for coordinating participants’ interactions. Action research
incorporates participants’ ongoing internal reflections in purposive research so
that issues, practices and objectives can be tweaked to remain consistent with
the constantly evolving dynamics within the community (Carr & Kemmis, 2002;
McNiff & Whitehead, 2011). Data collection methods include qualitative and
quantitative methods, ex.:
•Document analysis
•Discourse analysis
•Network analysis
•Surveys
MenntaMiðja or EducationPlaza (EP) is a collaborative initiative that is
intended to build bridges between actors in the education community
and facilitate cooperation in school development. The aim is to formalise
grassroots projects that have emerged in connection to LP, SP, SEP and
other similar projects.
The cases
Language Plaza Special EducationPlaza Science Plaza
Aims:
•To increase cooperation between key players in the educational
community.
•Share informari on teaching methods, resources and educational
environments.
•To support professional development.
•Specific aims related to plaza’s domain and purpose.
Activities:
•Face-to-face meetings.
•Workshops, seminars, “educamps”
•Online communities (Facebook, web sites)
•Resource banks.
Multiple case study
The focus of the study includes existing and emerging “plazas”. A plaza is a
community of practice with diverse connections to stakeholders in which the
aim is to strengthen a specific curricular area with the help of digital tools. The
plazas address their aims through continuing professional development
involving face-to-face meetings and online discussions to disseminate new
knowledge and information.
Preliminary outcomes
Science Plaza: Contributions Facebook contributions were tallied, recorded and categorised. Members posted 226 times, 103 of the posts were “liked” 251 times. A
core group of members are responsible for most activity. A survey revealed that a large cohort has limited visibility but monitors contributions closely. According to a
survey, 48% visit the group every time there is new activity, 24% visit the group 2-5 times a week, and 28% visit the group weekly. A focus group revealed that
members value the group and find it useful even though they do not contribute. This suggests that the community is engaging various actors; a core group of
contributors, and a peripheral group looking for learning opportunities and expert knowledge.
Svava Pétursdóttir, Tryggvi Thayer, Sólveig Jakobsdóttir, Anna Kristín Sigurdardóttir, Thorbjörg Thorsteinsdóttir, Hanna Rún Eiríksdóttir