Online Collaborative Learning Technologies to Support Integration, Pedagogical Changes, and Community in K-12 Environments

• In Event: The Critical Value of Design: Transformative Opportunities in Online Learning

Abstract

A 13 month study tracking 71 in-service teachers’ technology integration, pedagogical changes, attitudes, and community development was conducted in 11 K-12 schools. Teachers were initially selected for participation in the study based on limited exposure and resistance/hesitance to creating open learning environments and integrating technology in the classroom (epistemological beliefs). Results indicate that epistemological shifts began to occur as the participants’ attitudes began to change towards technology integration to meet learning objectives and communities of practice emerged across multiple school locations and in multiple content domains. Additionally this paper explores the development of these collaborative online communities drawing from a cultural perspective as well as belief and experience changes expressed by the participants.

Author

• Jonathan McKeown, University of Tampa