About this paper

Appears in:
Pages: 5276-5285
Publication year: 2011
ISBN: 978-84-615-3324-4
ISSN: 2340-1095

Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain

COMMUNITIES OF PRACTICE: PEDAGOGY AND INTERNET-BASED TECHNOLOGIES TO SUPPORT EDUCATORS’ CONTINUING TECHNOLOGY PROFESSIONAL DEVELOPMENT IN HIGHER EDUCATION

M. Schols

Fontys University of Applied Sciences (NETHERLANDS)
Advances in information and communication technologies (ICTs) as well as modern pedagogical perspectives have created new possibilities to facilitate and support learning in higher education (HE). Emerging technologies bring opportunities to reconsider teaching and learning (Coto, 2008). New ideas and concepts about the educational use of new technologies transform the roles of teachers. In this context the key question of this study is: whether learning as part of a (virtual) community of practice supports teachers’ technology professional development. Different learning alternatives such as distance learning, workplace learning as well as blended forms of learning will enhance lifelong learning which forces a rethinking of traditional forms of education. However, most institutions for education foster just-in-case learning while new technologies foster just-in-time learning (Schrum, 1999; Collins & Halverson, 2009). As a result of new learning perspectives and the potential pedagogical benefits of ICTs in educational contexts, teachers have to learn how to integrate new technologies in teaching and learning. Putnam and Borko (2000) recommend that teacher professional development should be situated in multiple learning settings in which learning is teacher-centred. Next to classroom settings and cross-institutional learning communities, virtual learning communities (VCoPs) are a significant source for learning. There is an overlap between the educational values of interned-based learning and social theories of learning such as Lave & Wenger’s (1991) situated learning theory and Wenger’s (1998) theory of communities of practice. Drawing upon these theories, offers a perspective on social learning that emphasizes social processes within (V)CoPs where community participants engage in collective learning and knowledge creation. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach. The paper concludes that VCoPs are learning environments since these network-based learning communities push learners to take more control of their learning and provide tasks which are more contextualised and meaningful.
@InProceedings{SCHOLS2011COM,
author = {Schols, M.},
title = {COMMUNITIES OF PRACTICE: PEDAGOGY AND INTERNET-BASED TECHNOLOGIES TO SUPPORT EDUCATORS’ CONTINUING TECHNOLOGY PROFESSIONAL DEVELOPMENT IN HIGHER EDUCATION},
series = {4th International Conference of Education, Research and Innovation},
booktitle = {ICERI2011 Proceedings},
isbn = {978-84-615-3324-4},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {14-16 November, 2011},
year = {2011},
pages = {5276-5285}}
TY - CONF
AU - M. Schols
TI - COMMUNITIES OF PRACTICE: PEDAGOGY AND INTERNET-BASED TECHNOLOGIES TO SUPPORT EDUCATORS’ CONTINUING TECHNOLOGY PROFESSIONAL DEVELOPMENT IN HIGHER EDUCATION
SN - 978-84-615-3324-4/2340-1095
PY - 2011
Y1 - 14-16 November, 2011
CI - Madrid, Spain
JO - 4th International Conference of Education, Research and Innovation
JA - ICERI2011 Proceedings
SP - 5276
EP - 5285
ER -
M. Schols (2011) COMMUNITIES OF PRACTICE: PEDAGOGY AND INTERNET-BASED TECHNOLOGIES TO SUPPORT EDUCATORS’ CONTINUING TECHNOLOGY PROFESSIONAL DEVELOPMENT IN HIGHER EDUCATION, ICERI2011 Proceedings, pp. 5276-5285.
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