Abstract
Technology has been impacting the way people learn for some time and the rise of online learning has benefitted participants by allowing a degree of freedom in time and space that was not possible before Web 2.0. Nontraditional learning spaces (Brown in Educating the net generation. EDUCAUSE, pp. 2.1–2.20, Boulder, CO, 2005) have afforded students greater control of their learning but teachers in-service have embraced these new spaces much more reluctantly. There is a need for teachers to connect, share, and learn from others to improve their practice and minimize their isolation from each other (Darling--Hammond et al. in Professional learning in the learning profession: A status report on teacher development in the United States and abroad, 2009). This study focuses on an online social networking site for teachers in Trinidad and Tobago as they learn new technologies. This participatory action research study allowed secondary teachers to have a voice in the design of the site and data was captured directly from the site. Critical friends from the Curriculum and ICT Divisions of the Ministry of Education were included. Participation was observed and analyzed over the research period of April to August. Findings indicated that teachers from all parts of the country of a wide age range participated on the site through various Web 2.0 tools, such as blogs, wikis, and online chats. Analysis revealed that teachers preferred asynchronous tools such as blogs over synchronous tools such as chats and chose to participate when and how they wanted. Findings also showed a preference to reading over writing. Recommendations to expand the site to the Caribbean and to increase usability and sociability can allow further research of this social networking site as a learning space.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, T. (Ed.). (2008). Theory and practice of online learning (2nd ed., pp. 45–74). Edmonton, AB: AR Press.
Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548.
Borko, H., Whitcomb, J., & Liston, D. (2009, January/February). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60(1), 3–7.
boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230.
Brady, K., Holcomb, L., & Smith, B. (2010). The use of alternative social networking sites in higher educational settings: A case study of the E-learning benefits of Ning in education. Journal of Interactive Online Learning, 9(2). Available at http://www.ncolr.org/jiol. Accessed November 3, 2011.
Brown, M. (2005). Learning spaces. In: D. Oblinger & J. Oblinger (Eds.), Educating the net generation [ebook], pp. 2.1–2.20. Boulder, CO: EDUCAUSE. Available at http://www.educause.edu/educatingthenetgen. Accessed March 31, 2011.
Brown, J. S., & Adler, R. (2008, January/February). Minds on fire: Open education, the Long Tail, and Learning 2.0. EDUCAUSE Review, [online], 43(1). Available at http://creativecommons.org/licenses/by/3.0/
Brown, R., & Munger, K. (2010). Learning together in cyberspace: Collaborative dialogue in a virtual network of educators. Journal of Technology and Teacher Education, 18(4), 541–571 (Chesapeake, VA: AACE).
Bruce, C., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010, November). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598–1608.
Caillier, S., & Riordan, R. (2009, November/December). Teacher education for the schools we need. Journal of Teacher Education, 60(5), 489–496.
Cattier, A. (2006). Navigating toward the next-generation computer lab. In: D. Oblinger (Ed.) Learning Spaces. [ebook]. EDUCAUSE, Chap. 8. Available at http://www.educause.edu/learningspaces. Accessed April 29, 2011.
Cheung, W. S. & Hew, K. F. (2010). Asynchronous online discussion: Instructor facilitation vs. peer facilitation. Learning Sciences and Technologies. National Institute of Education, Nanyang Technological University, Singapore. [online]. Available at http://ascilite.org.au/conferences/sydney10/Ascilite%20conference%20proceedings%202010/Cheung-concise.pdf. Accessed March 3, 2011.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. [pdf online] Available at http://www.srnleads.org/resources/publications/pdf/nsdc_profdev_short_report.pdf. Accessed December 14, 2010.
Davies, J. (2006). Affinities and beyond: Developing new ways of seeing in online spaces. E-Learning, 3(2), 217–234.
Davies, J., & Merchant, G. (2009). Web 2.0 for schools: Learning and social participation. New York: Peter Lang.
Dede, C. (2008). A seismic shift in epistemology. EDUCAUSE review, May/June 2008, pp. 80–81
Dede, C., Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(8), 8–19.
Deng, L., &Yuen, A. (2011). Towards a framework for educational affordances of blogs. Computers and Education, 56(2), 441–451.
Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and methods. Educational Researcher, 38(3), 181–199 (ProQuest Psychology Journals).
Farooq, U., Schank, P., Harris, A., Fusco, J., & Schlager, M. (2007). Sustaining a community computing infrastructure for online teacher professional development: A case study of designing tapped in computer supported cooperative work. Computer Supported Cooperative Work: The Journal of Collaborative Computing, 16(4–5), 397–429.
Feraria, P. (2008). Charting the education transformation path: Towards models of praxis for teacher development for school improvement in Jamaica. In: A. Ezenne (Ed.), Leadership for school improvement in the Caribbean. Kingston: Department for Educational Studies. C.10.
Greenhow, C., Robelia, B., & Hughes, J. (2009). Learning, teaching and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher [online], 38(4), 246–259. Available at sage online at http://www.edr.sagepub.com. Accessed May 2, 2010.
Gunawardena, C., Hermans, M., Sanchez, D., Richmond, C., Bohley, M., Tuttle, R. (2009). A theoretical framework for building online communities of practice with social networking tools. Educational Media International [online], 46(1), 3–16. Available at http://marybethhermans.synthasite.com/resources/SocialNetwrkingWeb2.0.pdf. Accessed March 1, 2011.
Harasim, L. (2002). What makes online learning communities successful? The role of collaborative learning in social and intellectual development. In: C. Vrasidas & G. V. Glass (Eds.), Distance education and distributed learning. Greenwich, CT: Information Age Press.
Hew, K., & Hara, N. (2007, December 12). Empirical study of motivators and barriers of teacher online knowledge sharing. Educational Technology Research and Development, 55(6), 573–595.
Hur, J. W., & 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 (ProQuest Education Journals).
Kemmis, S. (1988). Action research. In: M. Hammersley (Ed.), Educational Research and Evidence-Based Practice (pp. 167–180). Thousand Oaks, CA: Sage.
Knowles, M., Holton, E., & Swanson, R. (2005). The adult learner (6th ed.). London: Elsevier.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Harvard University Press.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614.
Lee, M., & McLoughlin, C. (2008). Harnessing the affordances of Web 2.0 and social software tools: Can we finally make “student-centered” learning a reality? World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008, AACE (pp. 3825–3834).
Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), 591–596.
Lieberman, A., & Mace, D. (2008). Teacher learning: The key to educational reform. Journal of Teacher Education, 59(3), 226–234.
Lin, C. Y. (2008). Educational blogs: From social issues to blogs’ applications and implications in teacher education programs. In: K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference, pp. 2701–2706.
Lincoln, Y., & Gonzalez y Gonzalez, E. M. (2008). The search for emerging decolonizing methodologies in qualitative research: Further strategies for liberatory and democratic inquiry. Qualitative Inquiry, 14, 784–805.
Loving, C. C., Schroeder, C., Kang, R., Shimek, C., & Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher Education, 7(3), 178–198.
Merchant, G. H. (2009). Web 2.0, new literacies, and the idea of learning through participation. English Teaching: Practice and Critique, 8(3), 8–20.
Oblinger, D. (2006). Learning spaces. [ebook]. EDUCAUSE. Available at http://www.educause.edu/learningspaces. Accessed April 29, 2011.
Ostashewski, N. & Reid, D. (2010). Networked teacher professional development: Applying the networked learning framework to online teacher professional development [online]. Available at http://athabascau.academia.edu/NathanielOstashewski/Papers/554637/Networked_Teacher_Professional_Development_Applying_the_Networked_Learning_Framework_to_Online_Teacher_ProfessionalDevelopment. Accessed Jan 11, 2012].
Ozkan, B., & McKenzie, B. (2008). Social networking tools for teacher education. In: K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 2772–2776).
Pardo, S., & Nussbaum-Beach, S. (2011). Unveiling online learning communities: What goes on inside. In: S. Barton et al. (Eds.), Proceedings of global learn Asia pacific [online] (pp. 906–914), AACE. Available at http://www.editlib.org/p/37277. Accessed January 3, 2012.
Preece, J., & Schneiderman, B. (2009). The reader-to-leader framework: Motivating technology-mediated social participation. AIS transactions on human-computer interaction, [online], 1944–3900, 1:1. Avaialble at http://cs.wellesley.edu/~cs315/Papers/schneider%20motivating%20soc%20partic.pdf. Accessed August 2, 2010.
Putnam, R., Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
Ray, J., Kalvaitis, D., Wheeler, C., & Hirtle, J. (2011). Teachers’ attitudes, behaviors, and opinions related to social media use. In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011, [online] (pp. 861–867). Chesapeake, VA: AACE. Available from http://www.editlib.org/p/38818. Accessed December 14, 10.
Schlager, M., Farooq, U., Fusco, J., Schank, P. & Dwyer, N. (2009). Analyzing online teacher networks: Cyber networks require cyber research tools. Journal of Teacher Education, 60(1), 86–100.
Selwyn, N. (2007). Web 2.0 applications as alternative environments for informal learning—A critical review paper for OECD-KERIS expert meeting—Session 6—Alternative learning environments in practice: using ICT to change impact and outcomes.[online]. Available at www.oecd.org/dataoecd/32/3/39458556.pdf. Accessed November 10, 2011.
Selwyn, N. (2008). Education 2.0? Designing the web for teaching and learning: A Commentary by the Technology Enhanced Learning phase of the Teaching and Learning Research Programme. [online]. Available at http://www.eprints.ioe.ac.uk. Accessed March 3, 2011.
Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books.
Smith, B. & Holcomb, L. (2009). The “Walled Garden” approach to social networking: Utilizing ning in distance education. In: I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference, pp. 2970–2973.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wainer, J., Dabbish, L., & Kraut, R. (2011). Should I open this email? Curiosity and attention to email messages. Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI 2011), Vancouver (pp. 3439–3448). CA. NY: ACM Press.
Wang, S. K. (2008). The effects of the instant messenger on online learners’ sense of community and their multimedia authoring skills. In: C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 3285–3290.
Whitehouse, P. (2011). Networked teacher professional development: The case of globaloria. Journal of Interactive Learning Research, [online], 22(1), 139–165. Available at http://www.mendeley.com/research/networked-teacher-professional-development-case-globaloria/. Accessed November 24, 2011.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Kamalodeen, V.J. (2016). Are Teachers Ready for New Digital Learning Spaces: Case Study of an Online Social Networking Site for Secondary Teachers in Trinidad and Tobago. In: Zhang, J., Yang, J., Chang, M., Chang, T. (eds) ICT in Education in Global Context. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-10-0373-8_7
Download citation
DOI: https://doi.org/10.1007/978-981-10-0373-8_7
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-0372-1
Online ISBN: 978-981-10-0373-8
eBook Packages: EducationEducation (R0)