Data and perception of the development of an online teachers' community of pratice: the case of “Don Milani” middle school

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Cover illustration by Gabriele Operti
PDF (Italian)
Published: Apr 30, 2014
DOI: https://doi.org/10.17471/2499-4324/78
Keywords:
Educational Technology, Technology Enhanced Learning (TEL), Technology and educational innovation

Main Article Content

Stefania Donadio
Scuola secondaria di primo grado "Don Milani", Genova
Chiara Cipolli
Scuola secondaria di primo grado "Don Milani", Genova

Abstract

Since 2005, teachers at Don Milani Middle School in Genoa have been using an online communication-cooperation system that the school provides for their exclusive use. The system operates via a web platform, and all members of the teaching staff are required to log in and use it. The hypothesis of this research paper is that, over time, the exchange of good practices and knowledge on this professional development platform has fostered a cultural, professional and community identity, adding quality to the participatory processes and balancing face-to-face and online work. In order to assess how the school’s teaching community has evolved, we have carried out a participatory research project based on a statistical analysis of communication flows, a special questionnaire for teachers, and comparative analysis of the results from that questionnaire with results from an earlier questionnaire submitted in 2008. Comparison of the collected quantitative and qualitative data points to the progressive consolidation of a participatory dimension and a gradual development of a collaboration-based community of practice.

Article Details

Issue
Vol. 22 No. 1 (2014): TD61 - Technology and educational innovation
Section
Articles - Special Issue

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