Principals Making a Difference Through Professional Development
Using Online Communities of Practice to Support Teacher Technology Integration
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This study provided insights about incorporating anonline community of practice into a professionaldevelopment program designed to facilitate theinstructional implementation of technology. Theprimary goal of this research was to gainunderstanding of how principals interact withteachers and the roles principals assume during theseinteractions. A second goal was to determine howteachers perceived principal participation and howtheir levels of competence and efficacy wereinfluenced by this experience. Principals noted thatthe any time, any place aspect of the onlinecommunity of practice was benef...
This study provided insights about incorporating an
online community of practice into a professional
development program designed to facilitate the
instructional implementation of technology. The
primary goal of this research was to gain
understanding of how principals interact with
teachers and the roles principals assume during these
interactions. A second goal was to determine how
teachers perceived principal participation and how
their levels of competence and efficacy were
influenced by this experience. Principals noted that
the any time, any place aspect of the online
community of practice was beneficial and allowed them
to increase communication with their teachers. This
experience also allowed teachers to gain insights
about their principals priorities and their values
about learning. Findings revealed differences in the
support and pressure strategies utilized by these
principals which reflected varying leadership styles.
These differences impacted teachers perceptions of
the experience and the quality of the culminating
activity. Implications of principal leadership style
as exemplified through their participation in an
online community of practice are discussed.
online community of practice into a professional
development program designed to facilitate the
instructional implementation of technology. The
primary goal of this research was to gain
understanding of how principals interact with
teachers and the roles principals assume during these
interactions. A second goal was to determine how
teachers perceived principal participation and how
their levels of competence and efficacy were
influenced by this experience. Principals noted that
the any time, any place aspect of the online
community of practice was beneficial and allowed them
to increase communication with their teachers. This
experience also allowed teachers to gain insights
about their principals priorities and their values
about learning. Findings revealed differences in the
support and pressure strategies utilized by these
principals which reflected varying leadership styles.
These differences impacted teachers perceptions of
the experience and the quality of the culminating
activity. Implications of principal leadership style
as exemplified through their participation in an
online community of practice are discussed.
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