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Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse?

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Title: Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse?
Authors: Schlager, Mark S., Fusco, Judith
Source: Information Society. Jul/Aug2003, Vol. 19 Issue 3, p203. 18p.
Subject Terms: *Educational innovations, *Teacher training, *Internet in education, *Teachers & community
Abstract: Over the past decade, education reform and teacher training projects have spent a great deal of effort to create and support sustainable, scalable online communities of education professionals. For the most part, those communities have been created in isolation from the existing local professional communities within which the teachers practice. We argue that focusing on online technology solely as a mechanism to deliver training and/or create online networks places the cart before the horse by ignoring the Internet's even greater potential to help support and strengthen local communities of practice within which teachers work. In this article we seek guideposts to help education technologists understand the nature of local K-12 education communities of practice -- specifically their reciprocal relationship with teacher professional development and instructional improvement interventions -- as a prerequisite to designing online sociotechnical infrastructure that supports the professional growth of education professionals. [ABSTRACT FROM AUTHOR]
Copyright of Information Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Over the past decade, education reform and teacher training projects have spent a great deal of effort to create and support sustainable, scalable online communities of education professionals. For the most part, those communities have been created in isolation from the existing local professional communities within which the teachers practice. We argue that focusing on online technology solely as a mechanism to deliver training and/or create online networks places the cart before the horse by ignoring the Internet's even greater potential to help support and strengthen local communities of practice within which teachers work. In this article we seek guideposts to help education technologists understand the nature of local K-12 education communities of practice -- specifically their reciprocal relationship with teacher professional development and instructional improvement interventions -- as a prerequisite to designing online sociotechnical infrastructure that supports the professional growth of education professionals. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Information Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Internet in education
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