EDUCATIONPLAZA TEACHERS’ PROFESSIONAL DEVELOPMENT

Purpose of the study In this study we explore teachers’ professional development in online

communities of practice using social media and digital habitats to create

dynamic learning environments.

In particular we address the following questions:

• What is the appropriate role of tech stewards/community coaches in

community building?

• How does active technology stewarding affect community participation?

•What activities contribute the most to CoPs’ goals?

Rationale New skills and literacies are needed in education to meet the challenges of

rapid technological change. Existing models of in-service training for

teachers do not provide an adequate means of reskilling teachers in a timely

enough manner to address these challenges. In Iceland teachers have

formed their own CoPs to address their professional development needs.

Recent studies provide insights into how social networking can impact

cooperation, learning and development among students and educators.

There has, however, been little research on the impacts of digital habitats on

teachers’ professional development.

Method In the study we use an action research approach to evaluate ongoing activities

within the CoPs involved and to provide tech stewards/community coaches

with useful data for coordinating participants’ interactions. Action research

incorporates participants’ ongoing internal reflections in purposive research so

that issues, practices and objectives can be tweaked to remain consistent with

the constantly evolving dynamics within the community (Carr & Kemmis, 2002;

McNiff & Whitehead, 2011). Data collection methods include qualitative and

quantitative methods, ex.:

•Document analysis

•Discourse analysis

•Network analysis

•Surveys

MenntaMiðja or EducationPlaza (EP) is a collaborative initiative that is intended to build bridges between actors in the education community and facilitate cooperation in school development. The aim is to formalise grassroots projects that have emerged in connection to LP, SP, SEP and other similar projects.

The cases

Language Plaza Special EducationPlaza Science Plaza

Aims:

•To increase cooperation between key players in the educational

community.

•Share informari on teaching methods, resources and educational

environments.

•To support professional development.

•Specific aims related to plaza’s domain and purpose.

Activities:

•Face-to-face meetings.

•Workshops, seminars, “educamps”

•Online communities (Facebook, web sites)

•Resource banks.

Multiple case study The focus of the study includes existing and emerging “plazas”. A plaza is a

community of practice with diverse connections to stakeholders in which the

aim is to strengthen a specific curricular area with the help of digital tools. The

plazas address their aims through continuing professional development

involving face-to-face meetings and online discussions to disseminate new knowledge and information.

Preliminary outcomes Science Plaza: Contributions Facebook contributions were tallied, recorded and categorised. Members posted 226 times, 103 of the posts were “liked” 251 times. A

core group of members are responsible for most activity. A survey revealed that a large cohort has limited visibility but monitors contributions closely. According to a

survey, 48% visit the group every time there is new activity, 24% visit the group 2-5 times a week, and 28% visit the group weekly. A focus group revealed that

members value the group and find it useful even though they do not contribute. This suggests that the community is engaging various actors; a core group of

contributors, and a peripheral group looking for learning opportunities and expert knowledge.

Svava Pétursdóttir, Tryggvi Thayer, Sólveig Jakobsdóttir, Anna Kristín Sigurdardóttir, Thorbjörg Thorsteinsdóttir, Hanna Rún Eiríksdóttir