TY - JOUR
T1 - Using blogs as a professional development tool for teachers
T2 - Analysis of interaction behavioral patterns
AU - Hou, Huei Tse
AU - Chang, Kuo En
AU - Sung, Yao Ting
N1 - Funding Information:
This research was supported by the projects from the National Science Council, Republic of China, under contract number NSC 97-2631-S-003-002, NSC 97-2511-S-231-001-MY3, NSC 97-2511-S-003-041-MY3 and NSC 97-2511-S-003-040-MY3.
PY - 2009
Y1 - 2009
N2 - The coming era of Web 2.0 focuses on users' active online participation and interaction. Among such interactive media, the blog is one representative tool of online knowledge construction. The purpose of this study is to explore the behavioral patterns and the depth of knowledge construction when using blogs for teachers' professional development. This research combines quantitative content analysis, sequential analysis, and qualitative protocol analysis. We studied how 470 teachers used blogs to conduct instructional knowledge interactions prior to the intervention of teacher educators and analyzed the teacher's behavioral patterns and the depth of knowledge construction. On the basis of the discovered behavioral patterns, we see that although blogs can serve as a channel for teachers to share teaching information, the aspect of knowledge construction is limited. We point out these limitations, and provide suggestions on how teacher educators can guide interactions during training. We also suggest how system developers can adjust blog functions to facilitate the discussion quality of online teacher communities.
AB - The coming era of Web 2.0 focuses on users' active online participation and interaction. Among such interactive media, the blog is one representative tool of online knowledge construction. The purpose of this study is to explore the behavioral patterns and the depth of knowledge construction when using blogs for teachers' professional development. This research combines quantitative content analysis, sequential analysis, and qualitative protocol analysis. We studied how 470 teachers used blogs to conduct instructional knowledge interactions prior to the intervention of teacher educators and analyzed the teacher's behavioral patterns and the depth of knowledge construction. On the basis of the discovered behavioral patterns, we see that although blogs can serve as a channel for teachers to share teaching information, the aspect of knowledge construction is limited. We point out these limitations, and provide suggestions on how teacher educators can guide interactions during training. We also suggest how system developers can adjust blog functions to facilitate the discussion quality of online teacher communities.
KW - Behavioral pattern
KW - Blog
KW - Knowledge sharing
KW - Professional development
KW - Teacher community
UR - http://www.scopus.com/inward/record.url?scp=70649102977&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=70649102977&partnerID=8YFLogxK
U2 - 10.1080/10494820903195215
DO - 10.1080/10494820903195215
M3 - Article
AN - SCOPUS:70649102977
SN - 1049-4820
VL - 17
SP - 325
EP - 340
JO - Interactive Learning Environments
JF - Interactive Learning Environments
IS - 4
ER -