Source: Journal of Research on Technology in Education. Vol. 40, Iss. 4. Summer 2008; p. 429-446.
Research suggests effective classroom ICT integration occurs through needs-based, collaborative professional development (Chandra-Handa, 2001; Cuttance, 2001; Figg, 2000; Gibson, Oberg, & Pelz, 1999; Gross, 2000; Haughey, 2002).
A community of practice (CoP) (Wenger, 1998; Wenger, McDermott, & Snyder, 2002) can be an effective mode of such collaborative professional development.
A synthesis of the literature enabled the construction of the concept that a CoP, investigated through a design-based research methodology, can contribute to effective ICT integration research.
Principles for this research approach are discussed and address the membership of a CoP and teacher/researcher ownership of research goals and design.
Chandra-Handa, M. (2001). Leading Academic Change-through Connective Leadership and Learning. In C. Crawford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & R. Weber (Eds.), Society for Information Technology and Teacher Education International Conference 2001 (pp. 488-493). Norfolk, VA: AACE.
Cuttance, P. (2001). School Innovation: Pathway to the Knowledge Society. 2003.
Figg, C. B. (2000). Relationships between Selected Elementary Teachers Beliefs and Educational Technology Use. Unpublished doctoral dissertation. Retrieved September, 2003
Gibson, S., Oberg, D., & Pelz, R. (1999). Internet Use in Alberta Schools: A Multi-Phase Study. Retrieved February 01, 2003
Gross, D. (2000). Backs to the Wall: Supporting Teacher Professional Development with Technology. Retrieved February 1, 2003
Haughey, M. (2002). Canadian Research on Information and Communications Technologies: A State of the Field. Retrieved November 15, 2002.
Wenger, E. (1998). Communities of Practice. Learning, Meaning and Identity. Cambridge: Cambridge University Press.
Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge. Cambridge, MA: Harvard Business School Press.