Peer modeling and innovation adoption among teachers in online professional development

Ching, Cynthia Carter; Hursh, Anthony W.

doi:10.1016/j.compedu.2013.12.011

Cited by 49 publications

(28 citation statements)

References 28 publications

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“…Teacher training institutions have made use of web 2.0 tools, such as social media, learning management systems and course management systems, to provide teachers with online learning environments. Such environments allow teachers discuss teaching problems and share education resources and experience online (Beach, ; Ching & Hursh, ). Teacher training institutions actively build the online professional learning community (OPLC) according to the theories of social constructivism and practice of community (Cho, ; Patton & Parker, ; Tsiotakis & Jimoyiannis, ).…”

Section: Introductionmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher‐score and the lower‐score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher‐score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.

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Section: Introductionmentioning

confidence: 99%

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Zhang¹,

Liu²,

Cai³

2019

Brit J Educational Tech

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“…In terms of McLoughlin and Lee (), Erin's customization can be seen in light of her individual interests as within larger community issues. We assert that effective PD must support individual teachers as well as the larger learning community (Borko, ; Ching & Hursh, ). We found that TLJ supported teachers in this way by empowering them to make decisions throughout their learning journey about the content, reflections and level of assessment that could help customize PD to attend to local and regional issues.…”

Section: Resultsmentioning

confidence: 99%

“…Because badges capture metadata, badges can act like a portfolio, documenting workplace learning and artifacts that can be shared with fellow colleagues and supervisors, or as repositories of content or reflection. In a study of professional development (PD) of teachers in a higher education course, Ching and Hursh () argue that “teachers' attitudes, intents, and confidence are still the most powerful factors that influence technology integration … even in the most supportive environments, teacher decision making is still key” (p. 73). Consequently, our team is exploring digital badges as tools that support professionals' decision making within their own PD activities.…”

Section: Teacher Learning Journeys: the Online Pd And Badging Systemmentioning

confidence: 99%

“…Decision making is a key part of teacher participation in TLJ and furthers personalization by allowing learners to select their activities, when and in what format to engage in those activities. In this way, teachers make responsive decisions to focus on their personal needs and expertise (Ching & Hursh, ; Fuller, Hodkinson, Hodkinson & Unwin, ; Hew & Brush, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program

Gamrat

Zimmerman²,

Dudek

et al. 2014

Brit J Educational Tech

162

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To provide customized workplace learning opportunities, a digital badge system was designed by a university, governmental agency and national professional association to support teachers' implementation of professional development (PD). Teacher Learning Journeys (TLJ) is an approach that allows for teachers to customize their PD experience to their workplace and make decisions about what PD they need based on their expertise and interests. The digital badging provided and assessed experiences in online PD. Using a theoretical framework that focused on decision making and customization as part of personalization, researchers conducted a theory-driven thematic analysis on teachers' TLJ artifacts (goal statements, interviews and reflective activity logs). Data came from 36 teachers who completed 154 PD activities over a 3-month period. A case study was developed from an in-depth analysis of eight teachers' artifacts and interviews. Using TLJ as a PD tool, teachers made decisions when selecting learning goals they identified as personally relevant. Teachers customized the level of assessment and the specific content depth to personalize the PD training for workplace constraints. This project informs future research aiming to understand how personalized learning activities support teachers and other professional learners in a variety of workplaces.Digital badges, also known as microcredentials, are online representations of learning experiences and activities that tell a story about the learner's education and skills. Frequently represented by a graphic or icon, badges offer a socially constructed and valued encapsulation of experiences through a variety of stored metadata, such as the issuer, description and evaluation criteria for learning. Through this rich metadata, digital badges offer transparency and depth into the learning and achievements of the learners which can then be reviewed by others (Abramovich, Schunn & Higashi, 2013;Halavais, 2012). While relatively new, badges are slowly gaining adoption in traditional educational structures. Abramovich et al (2013) studied the role digital badges played on motivation in primary school students and found impact on both intrinsic and extrinsic motivation. They also found that effects of digital badges varied across learner ability and badge design. Hickey and Soylu (2012) explored digital badges with higher education students, and their findings suggest digital badges can act as a valuable tool. Because badges

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“…For example, Ching and Hursh (2014) report on an OPD program that led to wide-scale innovation adoption and change in professional practice. This was seen to be a result of the learning design that built on the social constructivist belief that people construct knowledge collaboratively and learn best when creating purposeful artefacts for an authentic audience (Ching & Hursh, 2014). The findings align with earlier research on PD and adult learning.…”

Section: Professional Development and Professional Learningmentioning

confidence: 99%

A Grounded Theory of Professional Learning in an Authentic Online Professional Development Program

Teräs

Kartoğlu

2017

IRRODL

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Online professional development (OPD) programs have become increasingly popular. However, participating in professional development does not always lead to profound professional learning.Previous research endeavours have often focussed on measuring user acceptance or on comparing the effectiveness of OPD with a face-to-face delivery, but there is little knowledge of how the process of professional learning actually occurs in OPD. This study explores how professional learning takes place in an OPD program designed according to the principles of authentic e-learning, and how the learning design and technologies used impact on the professional learning experienced by the participants. The context of the study is an international OPD program in vaccine management developed and offered by World Health Organization. A grounded theory approach was employed to develop a theorised model of the professional learning process in an authentic online learning environment. The findings show that professional learning was facilitated in a dynamic web of interactions rather than by covering content: the learner is at the centre of the process, actively engaged in authentic tasks in collaboration

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Peer modeling and innovation adoption among teachers in online professional development

Cited by 49 publications

References 28 publications

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program

A Grounded Theory of Professional Learning in an Authentic Online Professional Development Program

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