Information and Communication Technology (ICTs) in Education: The Contribution of Communities of Practice
DOI:
https://doi.org/10.61538/huria.v12i0.106Abstract
This article discusses the available literature related to the contribution of communities of practice to professional development of teachers on Information and Communication Technologies (ICTs) integration in education. A systematic retrieval of literature was conducted in order to identify characteristics of communities of practice that contribute to effective teacher learning. Among other things, findings reveal that communities of practice have the potential in promoting teacher competence on ICT integration. Unlike the traditional workshops and seminars, teachers in community of practice learn about technology integration in teaching processes, pedagogy and instructional design, and curriculum (re)design. In terms of characteristics, the review established that communities of practice are effective if characterized by (i) school-based training of teachers about innovation blended with workshops or seminars and (ii) allows collaboration among teachers. It is concluded that professional development programs that consider communities of practice and characterized by school-based training, blended with workshops or seminars and allow virtual or physical collaboration among teachers have the potential in contributing to teacher learning on ICT integration in education.References
Aguti, J. N., & Fraser, W. J. (2006). Integration of information communication technologies (ICTs) in the distance education
Bachelor of Education Programme, Makerere University,
Uganda, Turkish Online Journal of Distance Education, 7(3), 89-104.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14.
Borko, H. (2004). Professional development and teacher learning; Mapping the terrain. Educational Researcher, 33(8), 3-15.
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Routledge.
Coppola, Christopher D. (2005) “Will open source unlock the potential of e-learning?â€, Campus Technology. (Retrieved on February 11, 2008 from http://www.campustechnology.com/print.asp?ID=10299).
Clement, M., & Vandenberghe, R. (1999). Teachers professional development; Solitary or collegial (ad)venture? Teaching and Teacher Education, 16 (2000), 81-101.
De Vries, B., & Pieters, J. M (2007). Exploring the Role of Communities in Education. European Educational Research Journal, 6(4),382-392
De Boer, W. (2004). Flexibility support for a changing university, Doctoral Thesis at University of Twente, Enschede.
De Moor, A & Weigand, H. (2005). Communication Pattern Analysis in
Communities of Practice. The Language Action Perspective on Communication Modelling, 23 – 29
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birmanand, B. F. (2004). Effects of Professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112.
Fisser, P. (2001). Using ICT in higher education. A Process of change in higher education, Doctoral Thesis at University of Twente, Enschede.
Garet, M. S., Birman, B. F., Porter, A. C., Desimone, L., & Herman, R. (1999). Designing effective professional development: Lessons from the Eisenhower program (and) technical appendices. US department of education.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. & Trow, M. (1994) The New Production of Knowledge: the dynamics of science and research in contemporary societies. London: Sage.
Gornitzka, A., & Maassen, P.A.M. (2000). Hybrid steering approaches with respect to higher education, Higher Education Policy, 12(1), 267-285.
Gustafson, C. B. (2004). Building Professional Learning Communities.
Retrieved on 21 November, 2007 from
http://www.nsdc.org/standards/learningcommunities.cfm
Harvey, S (1999). The impact of coaching in South African primary science InSET. Int. J. of Educational Development. 19 (1999) 191–205
Hargreaves, A. (2003). Teaching in the knowledge society. Education in the age of insecurity. New York: Teacher College Press.
Hezemans, M., & Ritzen, M (2004). Communities of practice in higher education
Hord, S. (2004). Professional learning communities: Communities of continuous inquiry and improvement. Austin, Tx: Southwest Educational Development Laboratory
Joyce, B., & Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). White Plains, NY: Longman.
Jonathan A. S & Herbert M. T. (2000). The Effects of Professional
Development on Science Teaching Practices and Classroom
Culture. Journal of Research in Science Teaching, 37(9), 963-980.
Johnson, C. M. (2001). A survey of current research on online communities of practice. Internet and Higher Education 4 (2001) 45–60
Kitta, S. (2004). Enhancing mathematics teachers’ pedagogical content knowledge and skills in Tanzania. Doctoral thesis, Twente University. The Netherlands
Krecic, M. J., & Grmek, M. I. (2007). Cooperative learning and team culture in schools: Conditions for teachers’ professional development. Teaching and Teacher Education, 24 (2008) 59–68.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press
Lieberman, A., & Miller, J. (2004). Teacher Leadership. Jossey-Bass
Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91, 509–536.
Lieberman, A (2000). Networks as Learning Communities: Shaping the
Future of Teacher Development. Journal of Teacher Education 2000; 51; 221
Looi, C., Lim, W., & Chen, W. (2008). Communities of practice for continuing professional development in the twentieth-first century. In J. Voogt and G. Knezek (eds.). International Handbook of Information Technology in Primary and Secondary Education, 489506.
Mafumiko, F. (2006). Micro-scale experimentation as a catalyst for improving the chemistry curriculum in Tanzania. Doctoral thesis, Twente University. The Netherlands
Meek V.L., & Wood, F.Q. (1998). Higher education governance and management: Australia. Higher Education Policy, 11(2/3), 165-181.
McLaughlin, M., & Talbert, J. E. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation’s educational goals. Stanford, CA: Center for Research on the
Context of Secondary School Teaching, Stanford University.
Mishra, P., Koehler, M. J., & Zhao, Y. (2007). Communities of designers; A brief history and introduction, 1-19
Nieveen, N., Handelzalts, A., Van den Akker, J., & Homminga, S. (2005). Teacher design teams: A scenario for school-based curriculum innovation. Paper presented at the ECER 2005, Dublin, Ireland
Nihuka, K. A. (2011). Collaborative course design to support implementation of e-learning by instructors. Doctoral thesis, University of Twente, Enschede – The Netherlands.
Nnafie, I. (2002). Internet cafés in Dar es Salaam: Problems and opportunities. Master of Science Thesis, Eindhoven University of Technology.
Paul, C. (2002). Literature Review; The impact of ICT on learning and teaching.
Putnam, R. P., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning?. Educational Researcher, 29(1), 1–15.
Peacock, A., & Rawson, B. (2001). Helping teachers to develop competence criteria for evaluating their professional development, International Journal of Educational Development, 21
(2001) 79–92
Sife, A. S., Lwoga, E.T.,& Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and
Development using Information and Communication Technology, 3(20), 57-67.
Siritongthaworn, S., Krairit, D., Dimmitt, N. J., & Paul, H. (2006). The study of e-learning technology implementation: A preliminary investigation of universities in Thailand, Educational Information Technology, 11(2006), 137–160
Schlanger, M., & Fusco, J. (2004). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? In S. Barab, R Kling, and J. H. Gray (eds.), Designing for virtual communities in the service of learning, New York: Cambridge University Press, 120-153.
Smart, K. L., & Cappel, J. J. (2006). Students’ perceptions of online learning: A comparative study. Journal of Information Technology Education, 5(2006), 201-219.
Tilya, F. (2003). Teacher support for the use of MBL in activity-based physics teaching in Tanzania. Doctoral thesis, Twente University. The Netherlands.
Thijs, A., & Van den Berg, A (2002). Peer coaching as part of a professional development program for science teachers in Botswana. International Journal of Educational Development, 22 (2002) 55–68
Voogt, J., Almekinders, M., Van den Akker, J., & Moonen, B. (2005). A blended in-service arrangement for classroom technology integration: impacts on teachers and students. Computers in Human Behavior, 21 (2005) 523–539
West, R. E. (2007). A Framework for defining and researching the boundaries of learning communities. Paper presented at the 2007 conference of the Association for Educational Communications and Technology in Anaheim, CA.
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. Boston, MA: Harv
