In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

Ana García-Valcárcel (University of Salamanca, Spain) and Juanjo Mena (University of Salamanca, Spain)
Copyright: © 2018 |Pages: 15
DOI: 10.4018/978-1-5225-4944-4.ch008
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Abstract

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.
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Theoretical Framework

Educational research has emphasized the study of teachers’ collaborative work mediated using ICT. Traditionally, this line of research has been approached under the name of Computer Supported Collaborative Learning –CSCL-(Garrison, 2006; Kirschner, 2002; Palloff & Pratt, 1999; Oakley et al., 2004; Rubia, 2010)

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