RSA#4 - Content-Focused PD through Online Communities

RSA#4: Content-Focused PD through Online Communities

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           Assimilation of online communities within education is increasing.  Teachers are finding more opportunities to explore the Internet and become involved with other communities outside their schools because they offer active learning environments unrestricted by time (Duncan-Howell, 2010).   As schools develop online communities, it is essential to have an online forum for teachers to post, communicate, and share content.  “Online communities may offer teachers personalized content and access to continuous and collaborative learning” (p. 326). 

           In a study conducted by Cynthia B. Vavasseur and S. Kim MacGregor (2008), they organized an on-going professional development for both teachers and principals to interact both in face-to-face and online contexts.  The two participating schools were surveyed to identify the concerns and needs of technology implementation within a classroom.  Teachers were put into content-related groups.  Each group participated in face-to-face meetings twice a week during their regular team time.  In addition to the face-to-face meetings, the teachers and principals would participate in weekly online discussions based around the face-to-face meetings using Blackboard Courseware Management System (Vavasseur & MacGregor, 2008).   The participants were responsible to post and respond to questions and scenarios.  As the professional development was conducted, Vavasseur and MacGregor began to see positive results through the online forum.  “Teachers provided moral support and encouragement to one another in their use of technologies” (p. 527).   Participants also began to share experiences as they began to implement technology into their classrooms.  To demonstrate the importance of the development, principals were also involved.  Depending on the leadership and relationship established there were positive and hesitant feedbacks from their involvement.   As a result of this study, the online community “provided an opportunity for teachers to increase communication with their fellow teachers and principals” (p. 533).  In addition, some feedback was included that suggested broadening the online community beyond the school building to include others from different schools. 

           As schools and administration begin to implement more staff development, they should consider the use of both face-to-face and online forums.  Online forums allow teachers to connect and communicate that normally do not have the opportunity to do so.  In addition, online forums can engage, motivate, and support teachers as they begin to implement a change within their classroom.  Online forums can continue conversations beyond the school day and allow for access during available times for teachers.

References:

Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324-340.

Vavasseur, C. B., & MacGregor, S. (2008). Extending content-focused professional development through online communities fo practice. Journal of Research on Technology in Education, 40(4), 517-536.