This paper examines the impact of engaging teachers in constructive dialogue within an ICT professional development program. Sixteen teachers from eight geographically dispersed schools participated in an online threaded discussion forum for a school year. The study analyzes archived forum posts qualitatively for evidence of community and quantitatively for types of feedback and levels of discussion. Findings indicate that collegial discussion helps develop and maintain a sense of community, while critical discussion is essential for transforming teachers' beliefs. Additionally, the study identifies several practical aspects of online environments that hinder constructive discussion.
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Prestridge, Sarah. "ICT professional development for teachers in online forums: Analysing the role of discussion." Teaching and teacher education 26.2 (2010): 252-258.
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