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Bepurpose of this study wm to examine reasonsfor teacherparticipation in online communities o K-12 teachers. B e authors interviewed 23 teachers >om three selflgenerate df online communities and analyzed more than 2,OOOpostings in those communities, B e findings indicatedfve reusonsfor participation: (a) sharing emotions, (b) utilizing the advantages o online environments, (c) com-B df bating teacher isolation, (4 ex loring idem, an (e) experiencing& sense of cumaruderie. In conclusion, thefin ings imply that when designingteacherprofessional development progams, more empharir needs to be placed on teachers' emotional sharing and promotion of self-esteem. (Kiywords: online communities, teacher professional development, community of practice, teacher emotional sharing.)

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This study explored an initiative that created a pervasive learning environment in a middle school in South Korea and examined its impact on student academic achievement and learning engagement. Forty students received a laptop to use for class projects, online collaboration, and lesson reviews over a 3-year period. To measure the effect of laptop use, data were collected from surveys, test scores, interviews with students, and teacher reflections. The findings indicate that students demonstrated greater learning engagement, but no significant difference was found in test scores between students who had been given laptops and those who had not. Moreover, student engagement decreased as the novelty effect waned, while the number of students who used laptops inappropriately (e.g., playing online games during class) increased as the project progressed. Detailed explanations for this lack of influence on learning and decreased engagement are provided.