Designing on-line communities to enhance teacher professional development

This poster presents research from a larger three-year study of teacher planning and enacting, where an on-line learning community was established for teacher professional development. This study employed a design research methodology to iteratively develop a computer-supported community. Nine secondary science teachers (N=9) designed, enacted and revised a project-based science lesson while participating in two interventions (reflection and peer exchange). Computer-supported collaborative tools such as wikis and a website were used to foster teacher knowledge, social exchange and collaboration of effective instructional strategies.