Exploring Elements That Support Teachers Engagement in Online Professional Development

Prestridge, Sarah; Tondeur, Jo

doi:10.3390/educsci5030199

Cited by 59 publications

(35 citation statements)

References 24 publications

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“…These could be individual barriers such as time, lack of skills and lack of support (Reed 2014, p. 1) or organisational ones such as departmental culture, resistance to change, funding issues or lack of management support (Glover et al 2016, p. 994 However, 'second-order' (or internal) barriers are often seen as more important - Ertmer et al theorise (2012, p. 433) that the difference between 'early adopters' and the 'early majority' is not external barriers but 'the relative weight assigned to [these]' and thus by reducing second-order barriers and increasing motivation to use TEL, teachers will find ways to overcome the first-order barriers in their settings. Kim et al (2013, p. 77) identify that persistent beliefs about current practice can act as second-order barriers and some have claimed that pedagogic change must underpin the effective introduction of TEL (Cochrane 2012;Prestridge and Tondeur 2015). However, it can be argued that increased use of TEL may in itself lead to more student-centred teaching (Howard andGigliotti 2016, p. 1362) rather than a belief that student-centred teaching is required for technology integration to take place (Kim et al 2013, p. 83).…”

Section: Barriers and Pedagogic Innovationmentioning

confidence: 99%

Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity

Armstrong

2019

Research in Learning Technology

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Technology-enhanced learning (TEL) has become a prominent issue in further education (FE) since the publication of the Further Education Learning Technology Action Group (FELTAG) report in 2014, but many initiatives have concentrated on digital competence without investigating the role of staff attitudes and motivation in extending their use of new technologies. This research explored the views and experiences of FE staff using technology to support learning and the impact of these on their motivation to develop a technology-enhanced curriculum in their subject. The aim was to identify any common themes or factors linked to positive engagement with TEL which could inform institutional efforts to increase the extent and effectiveness of TEL use. This research used a mixed-methods approach to attempt to provide a broader and more reliable view of attitudes and also considered the similarities and differences between the experiences of further and higher education teachers through comparison with Bennett's (2014) Digital Practitioner Framework and the particular barriers found in the resourceconstrained environment of FE. It summarises the key factors identified as likely to influence staff engagement with TEL, and recommends how such motivating factors could be maximised and how potential barriers could be addressed.

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Section: Barriers and Pedagogic Innovationmentioning

confidence: 99%

Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity

Armstrong

2019

Research in Learning Technology

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“…Depending on teacher experiences, professional development should focus on optimism and minimizing insecurities (Lin et al, 2015). This can be done through experience sharing seminars, verbal and written reflections, and ensuring that professional learning contexts and follow up always take place after professional training (Prestridge & Tondeur, 2015).…”

Section: /24(1)mentioning

confidence: 99%

Technology-Based Professional Development: The Case of Elementary School Teachers in Belgrade

Joksimović¹,

Robertson

Đokić

et al. 2018

Manage: J. Sustainable Bus. Manage, Solutions Emerging Econ.

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Research question: This paper investigated the correlation between the perceptions of strategies that affect professional development and the obstacles to successful implementation of technology-based professional development. Motivation:The research sought to determine elements that make professional development effective in the eyes of teachers, so that they may be more apt to use what they learn in classroom practice. The concept draws upon the TPACK framework while discussion and recommendations draw upon the UTAUT stages that teachers pass through when faced with new innovations. This study looks at the variables of a) time spent teaching, b) level of education, c) knowledge/use of computers, d) class preparation, and e) technology seminars of survey participants, to determine what demographical characteristics may have an impact on certain belief patterns surrounding professional development and technology use. Idea: The idea of this study is to look at the effectiveness of professional development to integrate technology into classroom practice and to allow for recommendations for improved technology-based professional development. Data: Data collected from a paper-based survey was completed by elementary school teachers in the school district of the city of Belgrade, Serbia. Tools: To explore possible correlations and to measure the strength of the relationship between nominal variables in this study, a non-parametric Spearman coefficient was used. Findings: This study has found that educational experiences and practice using technology do correlate with self-efficacy, willingness to use technology and active resistance of professional development experiences. Contribution: The results call for more technology support and communities of collaboration to implement effective professional development and may help educational leaders in Serbia to develop effective technology-based professional development programmes.

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“…As part of a research project, teachers authored weekly reflective blogs of their classroom curriculum, in addition to sharing information learned at professional conferences. 25 Similarly, reflection, engagement, and constructive dialogue were identified as benefits for continued professional development.…”

Section: Non-health Care Literaturementioning

confidence: 99%

“…4,27,30 Using a blog allows for discourse and dialogue between colleagues and educators and provides support at a peer level. 18,24,25,27 It has been suggested that contributing to a blog can facilitate the refinement of scholarly writing skills, a valuable asset for any nurse. 19,31 Finally, blogging affords nurses an opportunity to engage and connect through learning experiences.…”

Section: Advantages Of Bloggingmentioning

confidence: 99%

“…27 Blogging also promotes the development of a community of learning. [3][4][5]7,20,23,25,[27][28][29] Blogs are useful in professional networking, allowing nurses and other professionals to make connections and develop relationships with other colleagues. 4,27,30 Using a blog allows for discourse and dialogue between colleagues and educators and provides support at a peer level.…”

Section: Advantages Of Bloggingmentioning

confidence: 99%

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Blogging as an Innovative Method of Peer-to-Peer Educational Sharing

Nedder

Levine

Galligan

et al. 2017

Critical Care Nurse

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BACKGROUND Nurses in the cardiac intensive care unit often attend professional education opportunities. However, it is difficult to share this information among nursing staff. Varying schedules, different shifts, and patient acuity limit the amount of time available for peer-to-peer sharing of educational information. A review of the literature revealed scant research on blogging for peer-to-peer education in general and particularly in nursing. OBJECTIVES To explore nurses’ perception of the effectiveness of using a blog as a forum to provide peer-to-peer sharing of relevant professional education. METHODS Using a simple, free blogging website, the unit’s nursing practice council developed a private blog for educational information sharing among the nursing staff. An online survey was administered to the unit’s staff 15 months after the blog was implemented. RESULTS Most respondents indicated that they thought the blog is an effective way to share professional education (86%), keeps them abreast of evidence-based practice (81%), and has led to practice change (59%). Nearly 80% of respondents agreed that they are more likely to attend professional conferences, and 62% would consider contributing blog posts. CONCLUSION The survey results suggest that blogging may be an effective method of peer-to-peer sharing of education, although more rigorous research is required in this area.

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Exploring Elements That Support Teachers Engagement in Online Professional Development

Cited by 59 publications

References 24 publications

Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity

Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity

Technology-Based Professional Development: The Case of Elementary School Teachers in Belgrade

Blogging as an Innovative Method of Peer-to-Peer Educational Sharing

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