EVALUATION%20OF%20ONLINE%20COMMUNITIES%20OF%20PRACTICE%20ENVIRONMENTS%20FOR%20PRESERVICE%20TEACHER%20EDUCATION: - PowerPoint PPT Presentation

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EVALUATION%20OF%20ONLINE%20COMMUNITIES%20OF%20PRACTICE%20ENVIRONMENTS%20FOR%20PRESERVICE%20TEACHER%20EDUCATION:

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Title: EVALUATION%20OF%20ONLINE%20COMMUNITIES%20OF%20PRACTICE%20ENVIRONMENTS%20FOR%20PRESERVICE%20TEACHER%20EDUCATION:


1
  • EVALUATION OF ONLINE COMMUNITIES OF PRACTICE
    ENVIRONMENTS FOR PRESERVICE TEACHER EDUCATION
  • MOTIVATORS, BARRIERS, AND OUTCOMES

21 May- 2007
2
INTRODUCTION
  • Background
  • Teachers professional development
  • Knowledge management
  • Online communities of practice

3
INTRODUCTION
  • Problems and significance
  • Limitation of obtaining practice from the field,
  • Lack of examples to use technology in classrooms,
  • Unknown motivators which force members to
    participate online communities,
  • Lack of studies about voluntary participation
  • Methodological limitations.

4
INTRODUCTION
  • Purpose and research questions
  • The aim of the study is to reveal motivators,
    barriers and outcomes of online communities of
    practice environments
  • What are the dynamics of two online communities
    of practice environments in preservice teacher
    education?
  • How do preservice teachers evaluate these two
    environments?
  • How do preservice teachers behave in two
    environments?
  • What are the critical factors influencing amount
    and quality of participation?

5
METHODOLOGY
  • Qualitative research
  • Case study
  • Two cases
  • Case-1
  • Case-2

6
METHODOLOGY Three main phases
7
METHODOLOGY The environment
  • The Professional Development Circle (PDC)
  • (in Turkish, Mesleki Gelisim Çemberi (MGÇ))
  • http//mgc.metu.edu
  • a digital library which includes activities,
    lesson plans or articles,
  • a video component which includes recordings from
    real classroom environments,
  • a forum and
  • communication tools

8
Subpages Mainpage, Library, Videos,
Communication, Forum, About us
Sign in module Username Password Sign up, Enter
Discussion plan
9
METHODOLOGY Sampling
  • Three different universities
  • Middle East Technical University(METU),
  • Canakkale 18 Mart University (COMU),
  • Ankara University (AU)

10
METHODOLOGY Phase 2 (Case-1)
11
(No Transcript)
12
METHODOLOGY Phase 3 (Case-2)
Term Date (2006) Topics
June 04 June / 01 July Students attitudes toward Mathematics
May 07 May /03 June Multiple intelligence and Mathematics
April 03 April/ 06 May Fractions and misconceptions
March 27 February / 02 April Drama and geometry
13
Methodology Data collection
  • Reflection reports (at the end of the term)
  • Observations
  • Interviews with 6 participants (2 from each
    university)
  • e-mails which were sent to e-list (discussion
    e-mails)

14
Methodology trustworthiness
  • Strategies
  • The presence of the researcher
  • Descriptive presentation of the data collection
    and analysis
  • Mechnically recorded data
  • Prolong engagement in the field
  • Informant choices
  • Triangulation

Reflection reports
Interviews
Discussion e-mails
15
CONCLUSION
Tools Videos, listserv vs Scientific materials,
library part of the PDC, listserv
Subject Mandating preservice teacher
vs Voulunteer preservice teacher
Object Knowledge sharing
Outcome Better understanding of practice
Division of Labor Comment writer and Lesson plan
producer vs Discussant, material sharer, lurkers
Rules The researcher centered academic
rules vs Emergent, Community defined norms
Community A group of preservice teachers vs
Experienced teachers, academicians, preservice
teachers
16
Outcomes
  • Being knowable about practice
  • Having different perspectives and ideas
  • Real life cases
  • Beholding novel teachers experiences
  • Not repeating the faults of video teachers
  • Visiting various teachers classrooms
  • Obtaining knowledge about new curriculum
  • Learning different topics
  • Belief modification
  • Proofing their ideas related to practice owing to
    experienced teachers.

17
Conclusion Sub Triads
Sub activity systems
18
Motivators
Personal Getting more responsibility, Self
confidence and having wide ranging knowledge,
Sociable personality Readiness level for life
long learning, Having diverse ideas, Citations
from original comments, Transmission of prior
knowledge. Desire to learn something, Altruism.
Inter-personal Supporting own university
students ideas or defending oneself, Gaining
reputation, Sincerity in the environment, Question
s and answers. Collectivism.
THE MOTIVATORS
Environmental Quality of materials, Advantage of
the Internet environments.
19
Barriers
Personal Not wanting to enter a fight, Lack of
time. The idea max benefit minimum
effort, Hesitate to misdirect, Not repeating the
same things, Unwillingness and involuntary
participation, Unread prior comments, Low
priority in their life.
Inter-personal Feeling availability of others
(fear of being criticized by others, not wanting
to seem clueless), Academic information practice
duality, Departmental diversity.
THE BARRIERS
Environmental Familiarization with ICT and
glitches, Internet access and computer
availability, Asynchronous communication, Design
of the study.
20
Implications on practitioners in preservice
teacher education?
  • Teaching to apply some aspects of learning
    theories to real classroom environments,
  • Creating a discussion environments which
    preservice teachers will obtain different
    perspectives and ideas,
  • Creating environment similar to real life cases
  • Letting preservice teachers obtain novel
    teachers experiences,
  • Teaching not repeating the same faults in video
    cases,
  • Letting preservice teachers visit various
    teachers classroom.
  • Diffusion of an innovation,
  • Teaching uncovered new teaching topics,
  • Changing preservice teachers beliefs on teaching
    practice,
  • Letting preservice teachers proofing their ideas
    on teaching practice owing to experienced
    teachers.

21
Proposals
  • The activity theory framework provided a good
    theoretical lens
  • If the participants participated voluntarily in
    the Phase 2, what would have been the results of
    the study?
  • a taxonomy which allows the measure value of
    comments can be developed to reveal to the
    richness of comments in web based/ supported
    discussions.
  • The design of video cases was also promising to
    investigate
  • A comparision of video cases and teacher can be
    conducted
  • Instructors and teachers opinion can be
    investigated.

22
  • Questions / Comments
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