Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K–12 Teachers?
Jung Won Hur
Auburn University
Thomas A. Brush
Indiana University
Abstract
The purpose of this study was to examine reasons for teacher participation in online communities of K–12 teachers. The authors interviewed 23 teachers from three self-generated online communities and analyzed more than 2,000 postings in those communities. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie. In conclusion, the findings imply that when designing teacher professional development programs, more emphasis needs to be placed on teachers’ emotional sharing and promotion of self-esteem.
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Contributors
Dr. Jung Won Hur is an assistant professor in the Department of Educational Foundations, Leadership, and Technology at Auburn University. Her research interests focus on teacher education in online environments, use of emerging technologies in K–12 schools, and online communities of teachers.
Dr. Thomas Brush is an associate professor in the Department of Instructional
Systems Technology at Indiana University. His research interests focus on
Journal of Research on Technology in Education 301 integrating technology into teaching and designing technology-supported environments to promote higher-order thinking in students.
Contact
Dr. Jung Won Hur
Auburn University, Department of Educational Foundations, Leadership, and Technology,
4076 Haley Center, Auburn, AL, 36849,
E-mail: jwhur@auburn.edu
Dr. Thomas Brush
Indiana University, Department of Instructional Systems Technology,
Wright Education Building 2216, Bloomington, IN, 47405;
E-mail: tbrush@indiana.edu
Copyright 2009, (International Society for Technology in Education). All rights reserved.
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