RSA #4: Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of k-12 teachers?

article link: http://files.eric.ed.gov/fulltext/EJ835241.pdf

The assigned reading this week "Using Social Media To Build An Online Professional Learning Network of Middle Level Educators" (Lightle 2010) describes how technology, particularly social media, has become a part of both teachers’ and students' personal lives, but has not yet been tapped as much of a resource for professional learning. The author describes two online resources that could be used to help build an online professional network; Ning and Wikis. When these tools were used for professional networking, the author found that participants did not often add to the content, and would more often access the content, but stay out of the conversation. When evaluating the use of these resources, the author found that people were afraid of using the sites because they didn’t want to look unintelligent or they didn’t feel tech-savvy enough, among other reasons.

Hur and Brush (2009) in their article lay out research on the reasons teachers use online communities. The authors chose three online communities to study: Teacher Focus, WeTheTeachers, and T-LJ. A number of reasons why teachers do not participate were included; some of these reasons being lack of time, lack of technical support and a preference for face-to-face interaction. In concluding their study, the authors determined five reasons teachers participate in online communities. The five reasons are as follows: “(a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie” (Hur, Brush p. 12-13).

Both articles point out that online collaboration may be the way of the future, and that teachers are at times resistant. Also, both authors lead to the conclusion that more research needs to be done about how to effectively implement online community learning.  While both articles found reasons for why teachers resist participating, Hur and Brush describe several reasons of why teachers enjoy collaborating in online communities. Hur and Brush find that teachers collaborate online to meet an emotional need as well as a need for new knowledge. 

References

Lightle, K. (2010). Using social media to build an online social network of middle level educators. STEM for Our Students. 39 (2), 48-52. Retrieved from http://blackboard.cuchicago.edu/bbcswebdav/pid-1025315-dt-content-rid-4423467_2/courses/8967.201430/Lightle-Using%20Social%20Media.pdf

Won Hur, J., & Brush, T. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of k-12 teachers? Journal of Research on Technology in Education. 41 (3), 279-303. Retrieved from http://files.eric.ed.gov/fulltext/EJ835241.pdf

RSA #3: Integrating Web 2.0 tools into the classroom: Changing the culture of learning

URL: http://cct.edc.org/sites/cct.edc.org/files/publications/Integrating%20Web2.0.PDF

The article “Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research: What Path Should We Take Now?” explains the difference between Web 1.0 and Web 2.0, reasons Web 2.0 tools should be included in the classroom and expresses a need for researchers to further investigate how to incorporate these tools effectively into the classroom. Formerly the Web was something people used, whereas now the Web is something people can interact with; for example through social networking sites. The article points out that students are familiar with Web 2.0 tools and are using them in their personal lives, and teachers need to become more savvy with these tools to incorporate them into the classroom. Students have created online lives, and the skills they are using could be used in the learning process as well. Finally, the article explains that more educational researchers need to take part in Web 2.0 tools to better determine how they could be used successfully in school, because in the future students may need these skills for more than social-networking.

The article, Integrating Web 2.0 tools into the classroom: Changing the culture of learning describes research done on the use of Web 2.0 tools in classrooms, the types of tools used and their success in helping students learn. The researchers found that the teachers they came in contact with used tools that could be broken into four main categories: tools that create or support a virtual learning environment, tools that support communication and cultivate relationships, resources that support teaching and learning, and tools enabling students to create artifacts representing what they are learning. The article explains that Web 2.0 tools can be used in a positive way in the classroom as long as teachers take the time to choose appropriate tools and they fit the instructional goals.

Both articles point out the great possibilities for Web 2.0 tools in the classroom as well as the need for more research; in the online article, the researchers make conclusions about their findings, but state they are only hypotheses because of the need for further research. The articles are also similar in their mention of a need for Web based extensions of the classroom. While the online article provides more examples of possible Web 2.0 tools, both provide an argument for teachers to investigate the possibilities for these tools in their classrooms.

References

Greenhow, Christine; Robelia, Beth; & Hughes, Joan E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246-259.

Light, Daniel; Polin Deborah. (2010). Integrating web 2.0 tools into the classroom: Changing the culture of learning. EDC Center for Children and Technology.