Peer modeling and innovation adoption among teachers in online professional development
Peer modeling and innovation adoption among teachers in online professional development
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DOI：
10.1016/j.compedu.2013.12.011
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发表时间：
2014-04-01
影响因子：
12
通讯作者：
Hursh, Anthony W.
中科院分区：
文献类型：
--
作者：
Ching, Cynthia Carter;Hursh, Anthony W.
本文利用了一个面向实训教师的教育技术在线课程的三年数据，该课程的目标是让教师开发一个可以在自己的教学中使用的基于网络的应用程序。基于对论坛和教师课程项目的分析，我们发现，随着越来越多的学生为他们的课程项目选择相同的开源学习管理系统，随着越来越多的学生为他们的课程项目选择相同的开源学习管理系统，随着越来越多的学生为他们的课程项目选择相同的开源学习管理系统，随着越来越多的学生选择相同的开源学习管理系统，随着越来越多的学生选择相同的开源学习管理系统，随着越来越多的学生选择相同的开源学习管理系统，课程的迭代从参与不同开发项目的同行的松散关联演变为参与共同努力的设计师社区。我们跟踪了什么因素似乎影响了多少教师和哪些教师选择了哪些开发技术，以及做出这些选择的过程是如何随着设计的和新兴的同伴建模形式的作用增加而演变的。我们将这些发现放在有关教师专业发展和技术使用的文献中，认为现有的对话需要关注同行在教师学习和创新采用中发挥的重要作用，特别是在在线学习环境中。(C)2013爱思唯尔有限公司。保留所有权利。
This paper draws on three years of data from an online course on educational technology for practicing teachers, in which a goal was for teachers to develop a web-based application they could use in their own teaching. Based on analyses of discussion forums and teachers' course projects, we found that iterations of the course evolved over the years from being a loose association of peers involved in vastly different development projects with different tools, to a community of designers involved in a common endeavor, as more and more students chose the same open-source learning management system for their course projects. We tracked what factors seemed to affect how many and which teachers chose which development technologies, and how the process of making these choices evolved with the increased role of designed and emergent forms of peer modeling. We situate these findings in the literature on teacher professional development and technology use, arguing that existing conversations need to attend to the important role that peers play in teachers' learning and innovation adoption, particularly in online learning environments. (C) 2013 Elsevier Ltd. All rights reserved.