Conceptualising self-generating online teacher professional development

References

• Adger, C., Hoyle, S., & Dickinson, D. (2004). Locating learning in in–service education for preschool teachers. American Educational Research Journal, 41, 867–900.
   Web of Science ®Google Scholar
• Albers, P., Pace, C., & Brown, D. W. (2013). Critical participation in literacy research through new and emerging technologies: A study of web seminars and global engagement. Journal of Literacy and Technology, 14(2), 78–114.
   Google Scholar
• Al-Zaidiyeen, N., Lai Mei, L., & Fook, F. (2010). Teachers’ attitudes and levels of technology use in classrooms: The case of Jordan schools. International Education Studies, 3, 211–218.
   Google Scholar
• Asmussen, K., & Creswell, J. (1995). Campus response to a student gunman. Journal of Higher Education, 66, 575–591.
   Web of Science ®Google Scholar
• Bannan-Ritland, B. (2008). Teacher design research: An emerging paradigm for teachers’ professional development. In A. E. Kelly, R. A. Lesh, & J. Y. Bak (Eds.), Handbook of design research methods in education (pp. 246–262). New York, NY: Routledge.
   Google Scholar
• Boyd, D., & Ellison, N. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11.
   Web of Science ®Google Scholar
• Brady, K., Holcomb, L., & Smith, B. (2010). The use of alternative social networking sites in higher educational settings: A case study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning, 9, 151–170.
   Google Scholar
• Brandtzaeg, P., & Heim, J. (2011). Typology of social networking sites users. International Journal of Web Based Communities, 7, 28–51.
   Google Scholar
• Clarke, A., & Erickson, G. (2003). Teacher inquiry: A defining feature of teacher practice. In A. Clarke & G. Erickson (Eds.), Teacher inquiry. Living the research in everyday practice (pp. 1–6). London: RoutledgeFalmer.
   Google Scholar
• Cobb, S. (2009). Social presence and online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8, 241–254.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. (2001). Beyond certainty: Taking an inquiry stance on practice. In A. Lieberman & L. Miller (Eds.), Teachers caught in the action: Professional development that matters (pp. 45–58). New York, NY: Teachers College Press.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.
   Google Scholar
• Creswell, J. (2013). Qualitative inquiry and research design. Choosing among five approaches (3rd ed.). Los Angeles, CA: SAGE Publications.
   Google Scholar
• Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. European Journal of Open, Distance and E-Learning, 9(2). Retrieved from http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm
   Google Scholar
• Davis, N., Preston, C., & Sahin, I. (2009). ICT teacher training: Evidence for multilevel evaluation from a national initiative. British Journal of Education Technology, 40, 135–148.
   Web of Science ®Google Scholar
• Day, C., & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33, 423–443.
   Web of Science ®Google Scholar
• Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60, 8–19.
   Web of Science ®Google Scholar
• DeSchryver, M., Mishra, P., Koehler, M., & Francis, A. P. (2009). Moodle vs. Facebook: Does using Facebook for discussions in an online course enhance perceived social presence and student interaction? In C. Crawford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price, & R. I. Weber (Eds.), Proceedings from the Society for Information Technology and Teacher Education International Conference 2009 (pp. 329–336). Chesapeake, VA: AACE.
   Google Scholar
• Di Mauro, V. & Jacobs, G. (1995). Collaborative electronic network building. Journal of Computers in Mathematic and Science Teaching, 14, 119–131.
   Google Scholar
• Donnelly, D., McGarr, O., & O’Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57, 1469–1483.
   Web of Science ®Google Scholar
• Downes, T., Fluck, A., Gibbons, P., Leonard, R., Matthews, C., Oliver, R., et al. (2001). Making better connections: Models of teacher professional development for the integration of information and communication technology into classroom practice. Canberra: Department of Education, Science and Training.
   Google Scholar
• Dron, J., & Anderson, T. (2009). Lost in social space: Information retrieval issues in Web 1.5. Journal of Digital Information, 10(2). Retrieved from http://journals.tdl.org/jodi/index.php/jodi/article/view/443/280
   Google Scholar
• Dunn, K., & Rakes, G. (2010). Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding the use of technology in the classroom. Journal of Technology and Teacher Education, 18, 57–83.
   Google Scholar
• Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education, 33, 403–422.
   Web of Science ®Google Scholar
• Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255–284.
   Google Scholar
• Ertmer, P., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423–435.
   Web of Science ®Google Scholar
• Evans, L. (2014). Leadership for professional development and learning: Enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44, 179–198.
   Web of Science ®Google Scholar
• Garber, D. (2004). Growing virtual communities. International Review of Research in Open and Distance Learning, 5(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/177/259
   Google Scholar
• Goldman, S., & Lucas, R. (2012, March). Issues in the transformation of teaching with technology. Paper presented at Society for Information Technology and Teacher Education International Conference, Austin, TX.
   Google Scholar
• Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching, 8, 381–391.
   Google Scholar
• Haythornthwaite, C. (2005). Social networks and internet connectivity effects. Information, Communication, & Society, 8, 125–147.
   Google Scholar
• Henderson, M. (2007). Sustaining online teacher professional development through community design. Campus-Wide Information Systems, 24, 162–173.
   Google Scholar
• Herbert, S., & Rainford, M. (2014). Developing a model for continuous professional development by action research. Professional Development in Education, 40, 243–264.
   Google Scholar
• Hoekstra, A., Beijaard, D., Brekelmans, M., & Korthagen, F. (2007). Experienced teachers’ informal learning from classroom teaching. Teachers and Teaching: Theory and Practice, 13, 189–206.
   Google Scholar
• Hutchison, A., & Colwell, J. (2012). Using a wiki to facilitate an online professional learning community for induction and mentoring teachers. Education and Information Technologies, 17, 273–289.
   Google Scholar
• Kim, C., Kim, M., Lee, C., Spector, J., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85.
   Web of Science ®Google Scholar
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9, 60–70.
   Google Scholar
• Liu, S.-H. (2013). Teacher professional development for technology integration in a primary school learning community. Technology, Pedagogy and Education, 22, 37–54.
   Web of Science ®Google Scholar
• Maher, D. (2013, December). An online professional network to support teachers’ information and communication technology development. Paper presented at the Electric Dreams 30th Ascilite Conference, Macquarie University, Sydney, Australia.
   Google Scholar
• Mama, M., & Hennessy, S. (2013). Developing a typology of teacher beliefs and practices concerning classroom use of ICT. Computers & Education, 68, 380–387.
   Web of Science ®Google Scholar
• Markauskaite, L., & Reimann, P. (2008). Enabling teacher-led innovation and research: A conceptual design of an inquiry framework for ICT-enhanced teacher innovation. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 3484–3493). Chesapeake, VA: AACE.
   Google Scholar
• Marwick, A., & Boyd, D. (2010). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New Media & Society, 13, 114–133.
   Web of Science ®Google Scholar
• Minocha, S. (2009). Role of social software tools in education: A literature review. Education and Training, 51, 353–369.
   Google Scholar
• Moore, M. (2007). The theory of transactional distance. In M. G. Moore (Ed.), Handbook of distance education (2nd ed., pp. 89–108). Mahwah, NJ: Erlbaum.
   Google Scholar
• Mott, J. (2010). Envisioning the post LMS era: The open learning network. Educause Quarterly, 33, 1–9.
   Google Scholar
• Phelps, R., Graham, A., & Watts, T. (2011). Acknowledging the complexity and diversity of historical and cultural ICT professional learning practices in schools. Asia-Pacific Journal of Teacher Education, 39, 47–63.
   Web of Science ®Google Scholar
• Prestridge, S. (2009). Teachers' talk in professional development activity that supports change in their ICT pedagogical beliefs and practices. Teacher Development, 13, 43–55.
   Google Scholar
• Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58, 449–458.
   Web of Science ®Google Scholar
• Prestridge, S. (2013). Reflective blogging as part of ICT professional development to support pedagogical change. The Australian Journal of Teacher Education, 39(2), 70–86.
   Google Scholar
• Prestridge, S., & Tondeur, J. (2015). Exploring elements that support teachers’ engagement in online professional development. Web-Mediated Approaches to Teachers’ Professional Development in Education Sciences [ Special Issue], 5(1). doi:10.3390/educsci50x000x.
   Google Scholar
• Rogers, E. (1962/2003). Diffusion of innovations. New York, NY: Free Press.
   Google Scholar
• Simonson, M., Schlosser, C., & Orellana, A. (2011). Distance education research: A review of the literature. Journal of Computing in Higher Education, 23, 124–142.
   Web of Science ®Google Scholar
• Smylie, M. (1995). Teacher learning in the workplace: Implications for school reform. In T. Guskey & M. Humberman (Eds.), Professional development in education: New paradigms and practices (pp. 92–113). New York, NY: Teachers College Press.
   Google Scholar
• Stark, S., & Torrance, H. (2005). Case study. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences (pp. 33–40). London: SAGE.
   Google Scholar
• Subahan Mohd Meerah, T., Halim, L., Abd. Rahman, S., Harun, H., & Tan Abdullah, R. (2010). Teaching marginalized children: Primary science teachers’ professional development through collaborative action research. Cypriot Journal of Educational Sciences, 5, 26–38.
   Google Scholar
• Tondeur, J., van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23, 197–206.
   Web of Science ®Google Scholar
• Veletsianos, G., & Navarrete, C. (2012). Online social networks as formal learning environments: Learner experiences and activities. International Review of Research in Open and Distance Learning, 13, 144–166.
   Web of Science ®Google Scholar
• Veletsianos, G., Kimmons, R., & French, K. (2013). Instructor experiences with a social networking site in a higher education setting: Expectations, frustrations, appropriations, and compartmentalization. Education Technology Research and Development, 61, 255–278.
   Web of Science ®Google Scholar
• Vu, P., Cao, V., Vu, L., & Cepero, J. (2014). Factors driving learner success in online professional development. International Review of Research in Open and Distance Learning, 15(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1714/2907
   Google Scholar
• Wang, Q., Woo, H., Quek, C., Yang, Q., & Liu, M. (2011). Using the Facebook group as a learning management system. An exploratory study. British Journal of Education Technology, 43, 428–438.
   Web of Science ®Google Scholar
• Watson, G. (2001). Models of information technology teacher professional development that engage with teachers’ hearts and minds. Journal of Information Technology for Teacher Education, 10, 179–190.
   Google Scholar
• Watson, J., & Wilcox, S. (2000). Reading for understanding: Methods of reflecting on Practice. Reflective Practice, 1, 57–67.
   Google Scholar
• Yin, R. (2009). Case study research: Design and method (4th ed.). Thousand Oaks, CA: SAGE Publications.
   Google Scholar