The document summarizes a study on why teachers want to participate in self-generated online communities. The researchers interviewed 23 teachers who were members of 3 online communities. The study found 5 main reasons teachers participate: 1) to share emotions about their experiences, 2) to gain advantages from collaboration, 3) to combat isolation, 4) to explore ideas with other teachers, and 5) to experience a sense of camaraderie. Overall, the study suggests that online communities provide emotional and professional support for teachers that contributes to their identity and confidence as educators.

1. Teacher Participation In Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers? Jung Won Hur and Thomas A. Brush

2. Background of study Increasing use of internet for educational purposes Online community Teacher interaction initiates professional development More teacher participated in self-generated than research-driven online community

3. Question Why do teachers want to participate in self-generated online community?

4. Definition of terms Online community a group of people utilizing computer technology sharing a particular purposes and needs. Community of practice a group of practitioners sharing knowledge, values and concerns and having a mutual relationship among members Groups/gatherings developing member’s knowledge and capacity and sustain the community as the interest of member last.

5. Literature review Reasons not to participate Lack of time Isolated work Lack of reflection on their practice Lack of technical support Pressure from state-mandated standard Mistrust and preference for face to face interaction

6. Literature review....cont. Reasons to participate Collectivism Reciprocity Personal gain Altruism Online participation involves both knowledge and emotion sharing. .

7. Case selection criteria Members are K-12 teachers Has at least 1000 members Meets characteristic of community of practice Has been active >1year Participation is voluntary Is organized by members of the community Community is web-based Grant permission to researchers

8. Participants Teacher focus discussion We The Teachers discussion & lesson plan sharing Teaching community in LifeJournal (T-LJ) discussion From the three, 120 members (40 active, 50 infrequent, 30 lurkers) were invited. 23 participated (9 TF, 8 WT, 6 T-LJ)

9. Data sources Interview: beliefs about teaching, motivation for posting, ways to participate in communities, relationship with other teachers at the school. Archived posting Community guidelines Members’ public profile

10. Procedure Examining and interviewing participant Reading archived and new posting on a daily basis Reviewing every thread ranges from january, 1 to april 30, 2007.

11. Data analysis Coding and categorizing data Reconstructive analysis for implicit meaning data Coded data put into themes Making it accurate with the peer debriefers

12. Result 5 reasons for participating in online community of teachers: Sharing emotions Having advantages Combating teacher isolation Exploring ideas experiencing a sense of camariderie

13. Sharing emotion Exploring ideas Developing By participation Encouraging Experiencing a sense of camariderie Combating teacher isolation Utilizing the advantage of online Result...cont All elements are inter-related

14. Conclusion & implications Teachers find online community supportive to their professional identity Interaction and making relation could generate positive feelings and build teacher confidence in their professions. Further studies on online community for teacher need to highlight emotional sharing in relation to professional development, job satisfaction and student’s learning.

15. Ideas to share... What is your opinion regarding the article’s statement that interaction in online community contribute to teacher’s professional development? What challenges might teacher experience involving in online community and might there be any negative washback?