The role of online communities of practice in promoting sociotechnical capital among science teachers

Karam, Rita; Straus, Susan G.; Byers, Albert; Kase, Courtney Ann; Cefalu, Matthew

doi:10.1007/s11423-017-9541-2

Cited by 8 publications

(5 citation statements)

References 64 publications

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“…Building an environment based on confidence and trust is crucial to foster the improvement of the educators involved because "teachers reported new perspectives, insight and experiences" which in turn "strengthened and created a sense of belonging to the community" (Dille and Røkenes, 2021). An interesting fact, reported by Karam et al (2018), is the existing correlation between the teachers' sense of isolation in the school, mostly present at rural schools, and their high interest and engagement in the online community. This points toward the benefits of the diffusion of both geographical and temporal boundaries that happens in online communities (Trust and Horrocks, 2019).…”

Section: Aeiotu Network As An Online Teacher Communitymentioning

confidence: 99%

Scaling up the training of teachers through digitalization: the case of the aeioTU network

López,

Vila-Villasante,

Quintero

2023

Front. Educ.

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The use of digital platforms opens up the possibilities to scale up and strengthen interventions in the field of early childhood development, but also entails challenges regarding engagement, connectivity, or digital literacy. In this paper, we describe and critically assess the use of Monitoring, Evaluation, and Learning (MEL) to guide the process of digitalization undergone by aeioTU, a well-established Colombian organization working in the early childhood development ecosystem, to improve and scale up their educational practices. We reflect from the organization’s perspective on two phases of this process: the creation of a digital learning community to share aeioTU’s educational knowledge and experience, and the expansion of this learning community to become a network aimed toward the development of collaborative relationships and the co-creation of knowledge. From a policy viewpoint, three main learnings are obtained from this process: start with the needs from the local communities; use digital tools already available, and embrace technology without compromising the organization’s core values.

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Section: Aeiotu Network As An Online Teacher Communitymentioning

confidence: 99%

Scaling up the training of teachers through digitalization: the case of the aeioTU network

López,

Vila-Villasante,

Quintero

2023

Front. Educ.

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“…Much like a high school with only one physics teacher, schools/colleges of pharmacy frequently employ limited personnel who work in student services, which hinders their ability to learn from peers in their daily work environments. 16 Additionally, since COVID-19 led to rapid transformation in higher education and health care in Spring 2020, slower means of sharing expertise (such as publications, annual organization meetings, webinars) would have delayed informing necessary innovations at other institutions.…”

Section: Informing the Processmentioning

confidence: 99%

Using Team Innovation and Networking to Respond to Rapid Changes in the Academy

Park

Hughes

DeMark

et al. 2022

American Journal of Pharmaceutical Education

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When COVID-19 shuttered schools across the nation, it propelled higher education institutions into uncharted territories. Institutions had to make rapid decisions in a short period of time with limited information or direction. In these uncertain and challenging times, members of the academy reached out to one another to discuss, share, and learn from one another. What began with a few members of the Student Services Personnel Special Interest Group (SIG) grew to many members who banded together through open discussions to utilize a team approach to innovative problem-solving. Working together through open discussions created a setting that promoted diverse ideas, multiple perspectives, and a depth of knowledge to address some of the most challenging issues pharmacy education has had to overcome. When partnering together, institutions had a much greater resource of knowledge and support that could be leveraged to broadly benefit the academy.

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“…Supporting literature, including studies by Dille & Røkenes (2021) and Karam et al (2018), reinforces the significance of design and facilitation in online professional development activities. These studies argue that the effectiveness of virtual platforms in fostering meaningful participation and professional advancement is heavily dependent on their design and the quality of facilitation.…”

Section: Meaningful Engagement Depends On the Design And Facilitation...mentioning

confidence: 79%

“…The advantages of the 'anytime, anywhere' learning model, coupled with the ability to connect with like-minded peers without the constraints of economic or geographic limitations, were particularly valued (Dille & Røkenes, 2021). Teachers in rural or isolated settings, who may lack access to local peers with shared interests, found these online activities especially beneficial, with the absence of a supportive community at their schools often driving participation in online programs (Karam et al, 2018;Dille & Røkenes, 2021). Karam et al (2018) further explored the integration of technology in building professional communities of practice among science educators.…”

Section: Virtual Communities Of Practicementioning

confidence: 99%

“…Teachers in rural or isolated settings, who may lack access to local peers with shared interests, found these online activities especially beneficial, with the absence of a supportive community at their schools often driving participation in online programs (Karam et al, 2018;Dille & Røkenes, 2021). Karam et al (2018) further explored the integration of technology in building professional communities of practice among science educators. Their research revealed positive perceptions of online communities of practice, emphasizing their value in supporting the professional development of distributed science educators.…”

Section: Virtual Communities Of Practicementioning

confidence: 99%

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Let's talk about it: supporting novice teachers through virtual conversation spaces

Zimon

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The purpose of this Action Research study was to examine, understand, strengthen, and improve how virtual platforms can be used to support the challenges novice teachers face. This document will outline the study's objective for collecting data within the initial stages of this action research study. By fostering deeper relationships between mentors and mentees, we can create a culture of care and concern that supports well-being, promotes learning, and serves as a model for future educators (Lasater et al., 2021). Cycle 1 of the study explores the capabilities of digital platforms to enhance the supervision and mentorship of student teachers beyond conventional in-person methods. This phase engaged ten alumni student teachers and their supervisors in assessing the effectiveness and enrichment potential of virtual support. Cycle 2 expands on this by creating a virtual space for novice educators to share experiences and challenges, facilitated by veteran teachers, thereby removing geographical barriers and fostering a community of mutual support and professional growth. The study employs a comprehensive methodology across both cycles, involving surveys, Zoom session analyses, semi-structured interviews, and a research journal to capture a broad spectrum of experiences and insights. This approach aims to evaluate the impact of virtual conversation spaces on educators' professional well-being and to inspire future research in digital mentorship. Key findings suggest a pivotal role for virtual platforms in revolutionizing mentorship and professional development, highlighting the need for further training in technological tools and the potential of virtual spaces to globalize support for novice teachers. This paper underscores the evolving digital landscape's capacity to facilitate meaningful mentorship and support, contributing to a nurturing and inclusive educational environment.

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The role of online communities of practice in promoting sociotechnical capital among science teachers

Cited by 8 publications

References 64 publications

Scaling up the training of teachers through digitalization: the case of the aeioTU network

Scaling up the training of teachers through digitalization: the case of the aeioTU network

Using Team Innovation and Networking to Respond to Rapid Changes in the Academy

Let's talk about it: supporting novice teachers through virtual conversation spaces

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