Using a wiki to facilitate an online professional learning community for induction and mentoring teachers

Authors:
Amy Hutchison;Jamie Colwell
Affiliations:
Iowa State University, Ames, USA 50010;Clemson University, Clemson, USA 29634
Venue:
Education and Information Technologies
Year:
2012

Citing 4
Cited 0

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Examining the reflective outcomes of asynchronous computer-mediated communication on inservice teacher development

Journal of Technology and Teacher Education

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Abstract

The purpose of this case study was to report on the use of a wiki as a tool for conducting online professional learning communities (OLCs) with 26 induction and mentor teachers. Data sources include teachers' wiki postings and teacher interviews. Results indicate that: (a) Web 2.0 tools may be most effective in OLCs when the social features are utilized in addition to the features that enable task completion; (b) Using Web 2.0 tools restrictively, and without consideration of their affordances, may inhibit the success of OLCs; (c) Online learning communities for induction teachers may be most effective when supplemented with face-to-face discussion; and (d) A task-driven environment in OLCs can encourage professional dialogue and reflection, but may make induction teachers feel isolated and unsupported.