I have looked at chpt 5, just wondering if you feel that
you have answered the "So what?" question.
Were you able to bring the literature and the theory
to support your discussion and conclusion.
all the best.
What is the implication of this research. Refer back to your significance of study.
How is this finding going to be useful to anybody who would like to set up a CoP
for teachers or students. What are the things that you can recommend to them
based on your experience and research findings.
You may want to add more to the conclusion. What lesson did you learn,
how is this going to be of use to anyone. Please elaborate on the
Please look at the tracking in the documents to see my comments and if there is any suggestions for improvement on specific table, or figure or section, please do it for all . Your report can be improved by:
1. Using an appropriate APA style and be consisten.
2. The language structure and style of writing to be consistent.
3. The belending of data to support each other, instead of reporting interview and content analysis separately.
4. Interpretation and implication of each stage of the report
5. Summarize each stage of data reporting.
6. Recommendations and conclusions need to be beefed up.
7. Chapter 5, think about the "so what question" that your readers may ask after reading your report. Is it useful? how does it contribute to the field, to the practitioners, to other people who woul dlike to carry out similar exercise.
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.
I would appreciate it so much if you could answer the questions below to help me to get further insights of my data analysis. Thanks a million.
For number 1, you may choose as many answers as you like but please rank them from no 1 to 5 (no 1=most true)
1. What driven you to participate in the online forum? A. ____ your rapport with the moderator B. ____you believe in life long learning and want to improve yourself C. ____the reward offered ( Noritake tea set) D. ____the persistent emails you received from the moderator E. ____other reasons (please state) ___________________
For questions number 2 onwards, you may want to refer to the website @
Taken from http://www2.gsu.edu/~wwwitr/docs/diffusion/index.html
Surry, D. W. (1997). Diffusion Theory and Instructional Technology. Paper presented at the Annual Conference of the Association for Educational Communication and Technology (AECT). from http://www2.gsu.edu/~wwwitr/docs/diffusion/index.html
Diffusion is defined as the process by which an innovation is adopted and gains acceptance by members of a certain community. A number of factors interact to influence the diffusion of an innovation. The four major factors that influence the diffusion process are
the innovation itself,
how information about the innovation is communicated,
time, and
the nature of the social system into which the innovation is being introduced (Rogers, 1995).
The Innovation Decision Process theory (Rogers, 1995) states that diffusion is a process that occurs over time and can be seen as having five distinct stages. The stages in the process are
Knowledge,
Persuasion,
Decision,
Implementation, and
Confirmation.
According to this theory, potential adopters of an innovation must learn about the innovation, be persuaded as to the merits of the innovation, decide to adopt, implement the innovation, and confirm (reaffirm or reject) the decision to adopt the innovaàion.
Applications of diffusion theory to instructional technology can be grouped into two major, categories with distinctly separate goals.
The first major category focuses on the reform and restructuring of educational institutions. The goal of this category of IT diffusion research is to develop theories of organizational change, most commonly school change, in which technology plays a major role
The second major category of IT diffusion research focuses on increasing the adoption and utilization of specific instructional products. The goal of this category of research is to develop theories of technology adoption that will lead to a more widespread use of instructional innovations.
Adopter Based (Instrumentalist) Theory
Adopter based theories focus on the human and interpersonal aspects of innovation diffusion. Adopter based theories are inherently instrumental in philosophy because they view the end user -- the individual who will ultimately implement the innovation in a practical setting, as the primary force for change. These theories reject the assumption that superior products and practices will automatically be attractive to potential adopters.
Burkman's User Oriented Instructional Development process consists of 5 steps:
Identify the potential adopter
Measure relevant potential adopter perceptions
Design and develop a user-friendly product
Inform the potential adopter (of the product's user-friendliness)
Provide Post Adoption Support
Developer Based (Determinist) Theory
The goal of developer based theory is to increase diffusion by maximizing the efficiency, effectiveness and elegance of an innovation. The developer, or architect, of superior technology is seen as the primary force for change. The underlying assumption of developer based theories is deterministic in its belief that superior technological products and systems will, by virtue of their superiority alone, replace inferior products and systems. Developer based theories of diffusion see change as following dàirectly from a technological revolution.
Conclusion In order to maximize the potential benefit of diffusion theory, instructional technologists should adopt a more instrumentalist philosophy of technology. No reasonable diffusion theorist would suggest that technological superiority is the only necessary condition for diffusion. Instructional technologists have been seduced by the simplicity and basic logic of technological determinism.
Salmon 5-stage moderation model --- I spent the most time in stage 1 of the 5-stage moderation model. The 1st stage involves access and motivation. (offer assurance, welcome and motivation to stay and participate in the course. This stage ends when participants post their first messages)
How do I make teachers sign up to the website?
set up the platform for teachers to interact in the online forum
provide trainings
make personal approaches (f2f and telephone)
send personal emails (welcome them and provide links)
send sms
post invitation through facebook
conduct promotion during SELEC 2009
provide lucrative reward
Stage 2: online socialization - familiarising and providing bridges between cultural, social and learning environments - (encourage group discussion and make room for purely social interaction among participants & maintain good atmosphere for discussion)
post topics for discussion
respond positively to the responses post by the participants
let participants introduce themselves through the forum.
Stage 3: Information Exchange - facilitating tasks and supporting use of learning materials (participants actively exchange information based on the course content / information/issues presented by the moderator; provide stimulation and guidance in constructive use of learning materials and effective information sharing)
upgrade website to make it resourceful.
announce website updates and provide website links through facebook
post announcement and provide links through personal emails
Stage 4: Knowledge construction - Facilitating process - (participants share personal knowledge and opinions. Moderator facilitate, stimulate, summarize and weave together course discussions.
respond to forum by asking questions for further discussions
summarize responses
Stage 5: Development - supporting and responding. (participants use personal experience to drive their own exploration of the topic area being studied & reflect on their own learning process. Moderator support and respond to participants as they define and lead their own discussions.
1. measuring the success of online forum 2. analysis of key factors for the success of online forum 3. study the use of online forum among resource / master teachers 4. study the effective moderation of online forum
