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