506
Views
26
CrossRef citations to date
0
Altmetric
Original Articles

Professional Development for Information Communication Technology Integration

Identifying and Supporting a Community of Practice through Design-Based Research

Pages 429-445 | Published online: 21 Feb 2014

References

  • Anderson, T. (2005). Bibliography of design-based research—theory & description. Canadian Institute of Distance Education. Retrieved September, 2006, from http://cider.athabascau.ca/CIDERSIGs/DesignBasedSIG/dbrreferences.
  • Barab, S., MaKinster, J., & Scheckler, R. (2003). Designing system dualities: Characterizing a web-supported professional development community. Information Society, 19(1), 237–256.
  • Bereiter, C. (2005). Design research: The way forward. Education Canada, 46(1), 16–19.
  • Bereiter, C. (2002). Education and mind in the knowledge era. Mahway, NJ: Erlbaum.
  • Betts, S. (2003). Does the use of ICT affect quality in learning science at key stage 3? Studies in Teaching and Learning, 1, 9–17.
  • British Educational Communications and Technology Agency (BECTA). (2005). The BECTA review: Evidence on the progress of ICT in education. ICT in Schools Research and Evaluation Series. Retrieved September, 2005, from http://www.becta.org.uk/page_documents/research/becta_review_feb05.pdf
  • Carlsen, A., Broe, L., Drewsen, U. M., & Spenceley, L. H. (2000). Organisation for economic co-operation and development/centre for educational research and innovation, information communication technology and the quality of learning programme. Retrieved September, 2005, from http://www.oecd.org/dataoecd/45/25/2737085.pdf
  • Chalmers, L., & Keown, P. (2006a). Communities of practice and professional development. International Journal of Lifelong Education, 25(2), 139–156.
  • Chalmers, L., & Keown, P. (2006b). Communities of practice and the professional development of geography teachers. Geography, 91(2), 109–116.
  • Chandra-Handa, M. (2001). Leading academic change—through connective leadership and learning. In C. Crawford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Society for information technology and teacher education international conference 2001 (pp. 488–493). Norfolk, VA: AACE.
  • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15–42.
  • Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., & Rhodes, V. (2003). ICT and pedagogy: A review of the research literature. ICT in Schools Research and Evaluation Series. Retrieved September, 2005, from http://www.becta.org.uk/page_documents/research/ict_pedagogy_summary.pdf
  • Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
  • Cuttance, P. (2001). School innovation: Pathway to the knowledge society. 2003, from http://www.dest.gov.au/schools/Publications/2001/innovation/summary.htm
  • Davis, E., & Krajcik, J. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14.
  • DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6–11.
  • Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3), 391–450.
  • Ely, D. P. (1993). Computers in schools and universities in the United States of America. Educational Technology, 33(9), 53–57.
  • Figg, C. B. (2000). Relationships between selected elementary teachers’ beliefs and educational technology use. Unpublished doctoral dissertation. Retrieved September, 2003, from http://www.figg.com/phd/Dissertation.pdf
  • Fullan, M., & Hargreaves, A. (1991). What’s worth fighting for? Working together for your school. Toronto: Ontario Public School Teachers’ Federation.
  • Gibson, S., Oberg, D., & Pelz, R. (1999). Internet use in Alberta schools: A multi-phase study. Retrieved February 01, 2003, from http://www.carleton.ca/amtec99/program5.html
  • Gross, D. (2000). Backs to the wall: Supporting teacher professional development with technology. Retrieved February 1, 2003, from http://evnet-ntl.momaster.ca/network/workingpapers/index.htm
  • Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6(3), 227–241.
  • Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3.
  • Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., et al. (2002). Impact 2: The impact of information and communication technologies on pupil learning and attainment. Retrieved October, 2005, from http://www.becta.org/uk/page_documents/research/ImpaCT2_strand1_report.pdf
  • Haughey, M. (2002). Canadian research on information and communications technologies: A state of the field. Retrieved November 15, 2002, from http://www.cesc.ca/pceradocs/2002/papers/MHaughey_OEN.pdf
  • Hennessy, S., & Deaney, R. (2004). Sustainability and evolution of ICT-supported classroom practice: Short report to BECTA/DFES. Retrieved May, 2006, from http://www.becta.org.uk/page_documents/research/bursaries05/sustainability_evolution.doc
  • Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 35(2), 155–192.
  • Hewitt, J., & Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educational Psychology Review, 10(1), 75–96.
  • Hoadley, C. (2004). Methodological alignment in design-based research. Educational Psychologist, 39(4), 203–212.
  • Hodkinson, H., & Hodkinson, P. (2004). Rethinking the concept of community of practice in relation to schoolteachers’ workplace learning. International Journal of Training and Development, 8(2), 21–31.
  • Hung, D., Chee, T. S., Hedberg, J. G., & Seng, K. T. (2005). A framework for fostering a community of practice: Scaffolding learners through an evolving continuum. British Journal of Educational Technology, 36(2), 159–176.
  • Inkpen, K. M., Ho-Ching, W., Kuederle, O., Scott, S., & Shoemaker, G. (1999). ’This is fun! We’re all best friends and we’re all playing’: Supporting children’s synchronous collaboration. Paper presented at the Computer Support for Collaborative Learning Conference ’99, Stanford, CA.
  • Jitendra, A. K. (2005). How design experiments can inform teaching and learning: Teacher-researchers as collaborators in educational research. Learning Disabilities Research and Practice, 20(4), 213–217.
  • Kirschner, P. A., & Lai, K. W. (2007). Online communities of practice in education. Technology, Pedagogy and Education, 16(2), 127–131.
  • Laferrière, T., Lamon, M., & Chan, C. (2006). Emerging e-trends and models in teacher education and professional development. Teaching Education, 17(1), 75–90.
  • Lagemann, E. C. (2002). An elusive science: The troubling history of education research. Chicago: University of Chicago Press.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • MacDonald, R. J. (2006a). Community of practice: A professional development option for learner-centered information communication technology integration. Manuscript submitted, Educational Research Technology and Development.
  • MacDonald, R. J. (2006b). In what ways do teacher attitude, professional development and leadership affect ICT integration? Unpublished doctoral dissertation, University of South Australia.
  • Niesz, T. (2007). Why teacher networks (can) work. Phi Delta Kappan, 88(8), 605–610.
  • O’Haire, N. (2003). Teachers’ perspectives on technology. Horizons. Retrieved October, 2005, from http://www.ctf-fce.ca/bilingual/publication/horizons/3/008teachersperspectives.pdf
  • Orrill, C. H. (2001). Building technology-based, learner-centered classrooms: The evolution of a professional development framework. Educational Technology Research and Development, 49(1), 15–34.
  • Passey, D., Rogers, C., Machell, J., McHugh, G., & Allaway, D. (2003). The motivational effect of ICT on pupils. Retrieved September, 2005, from http://www.dfes.gov.uk/research/data/uploadfiles/rr523new.pdf
  • Pisapia, J. R., Knutson, K., & Coukos, E. D. (1999). The impact of computers on student performance and teacher behavior. Paper presented at the Annual Meeting of the Florida Educational Research Association, Deerfield Beach, FL. (ERIC Document Reproduction Service No. ED 438323).
  • Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGUILE (Biology guided inquiry learning environment): Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263–305). Mahwah, NJ: Erlbaum.
  • Richardson, V. (1992). The agenda-setting dilemma in a constructivist staff development process. Teaching and Teacher Development, 8(3), 287–300.
  • Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment: A review of findings from research. Retrieved September, 2003, from http://www.wested.org/online_pubs/learning_return.pdf
  • Roberts, J. (1999). Professional development and learning technologies: Needs, issues, trends and activities. Research report for Human Resources Development Canada. Retrieved May, 2002, from http://www.hrsdc.gc.ca/en/hip/lld/olt/Skills_Development/OLTResearch/Professional_e.pdf
  • Ronnkvist, A. M., Dexter, S. L., & Anderson, R. E. (2000). Technology support: Its depth, breadth and impact in America’s schools. Retrieved September, 2003, from http://www.crito.uci.edu/tlc/findings/technology-support/report_5.pdf
  • Roth, W. M. (1998). Designing communities. Dordrecht: Kluwer Academic.
  • Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist, 39(4), 199–201.
  • Sandoval, W. A., & Reiser, B. J. (2004). Explanation driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345–372.
  • Scardamalia, M. (2003). The knowledge society network (KSN): Toward an expert society for democratizing knowledge. Journal of Distance Education, 17(3), 63–66.
  • Scardamalia, M., & Bereiter, C. (1993). Technologies for knowledge building discourse. Communications of the ACM, 36, 37–41.
  • Shavelson, R. J., Phillips, D. C., Towne, L., & Feuer, M. J. (2003). On the science of education design studies. Educational Researcher, 32(1), 25–28.
  • Sigalés, C., & Mominó, J. M. (2004). School in the network society: The internet in the area of nonuniveristy education. Research report for the Internet Interdisciplinary Institute. Retrieved September, 2005, from http://www.uoc.edu/in3/pic/eng/pdf/PIC_Escoles_eng.pdf
  • Solomon, G. (1995). Planning for technology. Learning & Leading with Technology, 23(1), 66–67.
  • Tabak, I. (2004). Reconstructing context: Negotiating the tension between exogenous and endogenous educational design. Educational Psychologist, 39(4), 225–233.
  • Tearle, P. (2003). ICT implementation: What makes the difference. British Journal of Educational Technology, 34(5), 567–583.
  • Tiessen, E., & Ward, D. (1997). Collaboration by design: Context, structure and medium. Journal of Interactive Learning Research, 8(2), 175–198.
  • Triggs, P., & John, P. (2004). From transaction to transformation: Information and communication technology, professional development and the formation of communities of practice. Journal of Computer Assisted Learning, 20(6), 426–439.
  • Vivienne, B., & Marie, B. (2005). Developing and sustaining professional dialogue about teaching and learning in schools. Journal of In-Service Education, 31(2), 297–312.
  • Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–43.
  • Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.
  • Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.
  • Wubbles, T. (2007). Do we know a community of practice when we see one? Technology, Pedagogy and Education, 16(2), 225–233.
  • Zolner, J. P. (1996). Moving the academic graveyard: The dynamics of curricular change. The Magazine of the Graduate Management Admission Council, 12(2), 1–10.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.