Literature review

Carboni (1999)
investigated the use of an online discussion forum to support practicing elementary
school teachers' professional development in mathematics. The forum was structured
around teachers' sharing, discussing, and reflecting on elementary mathematics
teaching. The forums helped the teachers make sense of teaching mathematics, helped
them support and share with each other as a learning community.

Carboni, L. W. (1999). How might an online discussion forum support teachers'
professional development in mathematics? ERIC Document Reproduction
Service No. ED444853.

In another study, the pilot Teacher Dialogue Forums provided Georgia teachers
with an opportunity to learn about current research on teaching and the teaching
profession, share views and learn from colleagues, and let their voices be heard and
used to shape practice and policy in teaching. The teachers appreciated the Forums and
the opportunity to discuss teaching in the light of current research (Fletcher, 1999).

Fletcher, G. (1999). Teacher dialogue forums. ERIC Document Reproduction Service
No. ED446062


In a third study, the professional development experiences of 28 practicing
teachers in ten Chicago suburban schools involved in a two-year technology-supported
Problem-Based Learning curriculum development effort were explored by Hawkes &
Romiszowski (2001). Asynchronous computer-mediated communications (CMC) were
featured as teacher communication tools of the project. It was concluded that the value
of CMC lies in its ability to facilitate professional collaboration between teachers and
encourage critical reflection on educational policy and practice.

Hawkes, M. & Romiszowski, A. (2001). Examining the reflective outcomes of
asynchronous computer-mediated communication on inservice teacher
development. Journal of Technology and Teacher Education, 9, 2, 285-308.

McAteer & Harris (2003) indicated that success is influenced by purpose, i.e., the
reasons for introducing CMC, the content, tasks, intended outcomes, group profile and
support systems available.

McAteer, E. & Harris, R. (2003). Computer-mediated conferencing, In LTSN starter
guide. http://www.swap.ac.uk/elearning/using6.asp


Hough & Evertson (2004) added that clearly articulating
purposes for discussions, framing the kind of participation expected, including both
experienced and beginning teachers, and establishing trust among participants shape the
kinds of issues and depth of thinking revealed.

Hough, B. W., Smithey, M. W. & Evertson, C. M. (2004). Using computer-mediated
communication to create virtual communities of practice for intern teachers.
Journal of Technology and Teacher Education, 12, 3, 361-386.

Gunawardena, C. N., Lowe, C. A. & Anderson, T. (1997). Analysis of a global

online debate and the development of an interaction analysis model for

examining social construction of knowledge in computer conferencing.

Journal of Educational Computing Research 17(4), 397-431.