Analyzing Online Teacher Networks Cyber Networks Require Cyber Research Tools

• Published in: Journal of teacher education Vol. 60; no. 1; pp. 86 - 100
• Main Authors: Schlager, Mark S., Farooq, Umer, Fusco, Judith, Schank, Patricia, Dwyer, Nathan
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2009; Corwin Press, Inc; SAGE PUBLICATIONS, INC
• Subjects: Asynchronous Communication; Collaboration; Computer Mediated Communication; Computer Uses in Education; Cyberculture; Discussion Groups; Educational aspects; Educational Change; Educational Research; Faculty Development; Internet; Professional associations; Research Methodology; Research Needs; Research Tools; Social aspects; Social Networks; Synchronous Communication; Teacher centers; Teacher centres; Teacher Collaboration; Teacher education; Teacher Participation; Teachers; Technology application; Trade and professional associations; Training; United States; United Kingdom; cyberinfrastructure; professional learning community; online community; Tapped In; teacher network; social network analysis
• ISSN: 0022-4871; 1552-7816
• DOI: 10.1177/0022487108328487

The authors argue that conceptual and methodological limitations in existing research approaches severely hamper theory building and empirical exploration of teacher learning and collaboration through cyber-enabled networks. They conclude that new frameworks, tools, and techniques are needed to understand and maximize the benefits of teacher networks. The paper presents preliminary data to illuminate both the power and limitations of current tools and techniques for studying cyber-enabled networks using data from a large, mature online network of K-12 educators. The findings raise fundamental questions that are beyond the capability of most education researchers and evaluators to address rigorously and cost-effectively. The authors propose a research agenda designed to create and validate a new generation of research tools and techniques that enable researchers ask more incisive and convergent research questions and help school leaders and teachers support, learn, and collaborate with one another more effectively in cyber-enabled professional communities.