| Through an exploratory case study this thesis examined the use of an innovative computer-networked professional development program for teachers that provides sustained support and offers the opportunity for teachers to reflect, share knowledge and receive "just in time" assistance needed to implement the literacy strategy, Shared Reading in their classrooms. This professional development approach is based on a constructivist view that is learner-centered and asserts that the learner constructs knowledge. Unlike traditional professional development programs that are characterized by a set of sequenced pre-planned activities, this study was designed to provide learning experiences that were situated in the authentic context of the school and classroom with teachers learning together and assisting each other daily as they figured out how to implement new learning as a part of daily practice. Teachers used a computer web site that provided assistance to teachers and a message board for teachers to question, share and respond to each other, and weekly community collaborative meetings where teachers collaborated face-to-face to solve problems. A mixed method design was employed that included qualitative as well as quantitative methods. Qualitative methods included observation and the analysis of teacher dialogs from weekly collaborative meetings. Quantitative methods included using the Level of Use of the Innovation instrument to measure the levels of implementation of Shared Reading, a Balanced Literacy strategy, at the beginning and end of the professional development, to document changes in teachers' practice. The results of the study indicated that teachers increased their Levels of Use of Shared Reading and learned to implement the strategy effectively at high levels while assisting each other and focusing on learners' needs. The conclusions were (1) that the computer-networked collaborative facilitated the increase in implementation levels of Shared Reading; (2) teachers learned to solve problems of implementation in a community of learners; and (3) each teacher's learning is situated in context. Recommendations were to provide electronic networks for teachers in every school and to provide time during the school day dedicated to learning, collaboration, and addressing issues that arise when attempting to implement changes in teacher practice. |
