The Knowledge Functionality in the Teachers’ Online
Social Networks (TOSN) in UAE
حركة ووظائف المعرفة في شبكات المعلمين االجتماعية على اإلنترنت
في دولة اإلمارات العربية المتحدة
by
ASHRAF SHAWKY AL-RASSOUL
Dissertation submitted in fulfilment
of the requirements for the degree of
MASTER OF EDUCATION
at
The British University in Dubai
March 2019
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Signature
Ashraf Shawky Alrassoul
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Abstract
The issue of teachers' professional development is a challenge for educational systems and
educational experts as a result of the rapid changes that occur in societies and affect the
educational process. These changes including the tremendous development of communication
technology, have led both educational institutions and self-motivated teachers to digital platforms
in search of professional development. Formal platforms have been established by educational
institutions, and informal platforms have been established on the social networks of teachers. This
study examines the professional knowledge in the teachers' online social networks (TOSN) in
terms of editing and exchanging. This study also seeks the factors affecting this knowledge in
order to analyze these networks and evaluate the role in the teachers' professional development
and recording the advantages of these communities for investing in future projects for the
establishment of such platforms. The study found through the questionnaire that teachers accept
these TOSNs because they provide them with professional development and achieve this goal
better than traditional programs for professional development. The study has also found that this
knowledge is applicable, which positively affects the outcomes of the educational process. One of
the factors influencing the promotion of this knowledge is the encouragement of members in
these communities to participate, the presence of trust among all members of society, use casebased learning style, possessing digital communication skills.
Keywords: Teachers - Professional Development - Social Networks – Knowledge.
ملخص البحث
تمثل قضية التطوير المهني للمعلمين تحديا كبيرا لألنظمة التعليمية وخبراء التعليم ،وذلك نتيجة التغيرات السريعة التي تحدث في
المجتمعات وتؤثر على العملية التعليمية .هذه التغييرات -بما في ذلك التطور الهائل في تكنولوجيا االتصاالت -دفعت
المؤسسات التعليمية وكذلك المعلمين الذين لديهم دوافع ذاتية إلى المنصات الرقمية بحثًا عن التطوير المهني .زاد إنشاء المنصات
الرسمية من قبل المؤسسات التعليمية ،وأنشئت منصات غير رسمية على الشبكات االجتماعية للمعلمين .تتناول هذه الدراسة
المعرفة المهنية في شبكات التواصل االجتماعي للمدرسين ) (TOSNمن حيث التحرير والتبادل .وتبحث أيضًا عن العوامل
التي تؤثر على هذه المعرفة بهدف تحليل هذه الشبكات وتقييم دورها في التطوير المهني للمعلمين ،وتسجيل مزايا هذه
المجتمعات الستثمارها في المشاريع المستقبلية لمثل هذه المنصات .وجدت الدراسة من خالل االستبيان أن المعلمين يقبلون
TOSNsألنها توفر لهم التطوير المهني وتحقق هذا الهدف بشكل أفضل من البرامج التقليدية للتطوير المهني .ووجدت الدراسة
أيضًا أن هذه المعرفة قابلة للتطبيق ،مما يؤثر إيجابًا على نتائج العملية التعليمية .وقد رصدت الدراسة أهم العوامل التي تؤثر
على تعزيز هذه المعرفة ومنها تشجيع األعضاء في هذه المجتمعات على المشاركة ،ووجود الثقة بين جميع أفراد المجتمع،
واستخدام أسلوب التعلم القائم على الحالة ،وامتالك مهارات االتصال الرقمي.
الكلمات المفتاحية :المعلمون -التطوير المهني -الشبكات االجتماعية -المعرفة.
DEDICATION
I dedicate this work to my parents and to all my teachers who taught me the
real meaning of education.
I dedicate this work to my two sons Hazem & Baraa and to my daughter
Rodina, and to all my students who inspire and give me a lot. I dedicate this
dissertation to all teachers who are suffering a lot to develop their
performances.
ACKNOWLEDGEMENT
I would like to thank my dissertation supervisor Dr. Naz Awan who adds a
lot to my views in thinking and learning. I wish to express my gratitude and
appreciation to her guidance and support.
Table of Contents
Chapter One – Introduction
1.1 Overview …………………………………………………………………………….……….1
1.2 Statement of the problem ……………………………………………………………….…....2
1.3 Background of the research …………………………………………………………….…….3
1.4 The Research Questions ……………………………………………………………….……...3
1.5 The Significance of the Research …………………………………………………….……....4
1.6 The Organization of the Research …………………………………………………….….......5
Chapter Two – literature review
2.1 The role of teacher training ……………………………………………………………….…..6
2.2 Teacher training and professional development …………………………………….……… .6
2.3 Communities of Practice for Teachers …………………………………………………….... .7
2.4 The role of technology-based communities of practice for teachers ………………….……. .7
2.4.1 Theoretical frameworks for understanding online communities of practices ........ .8
2.4.2 Teachers’ Online Social Networks (TOSN) ……………………………………... .9
2.4.3 The social element of TOSN in the UAE …………………………………..…..…11
Chapter Three – The present study
3.1 Methodology ………………………………………………………….……………......…… 16
3.2 Research Design ……………………………………………………………………..…….…16
3.3 Ethical Issues ……………………………………………………………………...…...…… 18
3.4 Gaining Access …………………………………………………………………...….……... 18
3.5 Methods of Data Collection ……………………………………………………….………... 19
3.6 The Sample …………………………………………………………………………………. 23
3.7 Feasibility …………………………………………………………………………………… 23
3.8 Reliability and Validity …………………………………………………...………………… 23
I
Chapter Four – Findings and Discussion
4.1 Results and Analysis ………………………………………………………………………... 24
4.2 Discussion …………………………………………………………………………………... 31
Chapter Five – Conclusions and Recommendations
5.1 Conclusion …………………………………………………………………….………. …... 36
5.2 Reflections ……………………………………………………………………………….…. 37
5.3 Limitations …………………………………………………………………………….......... 38
5.4 Recommendations …………………………………………………………………………... 39
References ………………………………………………………………………………...……. .40
Appendix A: ……………………………………………………………………………………. .42
Appendix B: ……………………………………………………………………………….…… .55
II
List of Illustrations
No.
Figure
Page
1
The flipped taxonomy of the interaction categories in TOSN
4
2
The Social bakers Export Inspiration Search
22
3
Categorize the Interaction with Professional Knowledge on You tube platform
30
4
The Interactions Rank
31
III
List of Tables
No.
Table
P.
1
Professional Development in the TOSN as communities of practice
39
2
The links and trust among teachers in TOSN
28
3
The case-method learning
29
4
The Communication Skills
29
5
Knowledge creation and sharing
29
IV
Chapter One – Introduction
1.1 Overview
Nowadays lots of changes occur in the field of education. Teachers, the ones who transfer the
knowledge to their students are supposed to adapt to these changes. New teaching strategies are
coming, and new programs are created. There is a strong requirement for teachers to engage in
training programs as, depending on their professional development, education gains more and
more challenges. This is the result of the 4th revolution (Çağıltay 2006). Thus, professional
development is meant to improve the quality of education and it is an important part in helping
teachers to stay current with the students’ performance standards (Jones & Dexter 2014).
According to Nilsen et al. (2016) teacher quality comprises indicators of teacher qualifications,
mentioning educational background, teaching experiences, and participation in PD projects, and
self-efficiency as well. Curcher (2014) finds out that in Finland, one of the first rank education
provider, teachers’ training and development is considered the foundation stone in the education
system.
The changes in the community demanded teachers to improve their skills and performance. The
solution was to share knowledge among teachers as a result of new information and
communication technologies. That agrees with what Siemens (2005) mentions about learning that
happens in various ways within communities of practice. So, learning is a non-stop process and it
is in a combination with work-related tasks. Saifuddin& Strange 2016 consider that online
platforms are designed and developed for teachers to provide with genuine stuff and experiences
which eliminate partitions and have no restrictions. Web-based COP offers teachers something
different and suitable for trainees (Riel & Fulton, 2001:523 cited in Saifuddin & Strange 2016).
By reviewing studies on Online-based teachers’ professional development results show a positive
impact on this PD style. Regarding the positive impacts for the Online-based teachers’ PD,
Saifuddin& Strange 2016 conclude that online COPs enhance the educator’s professionalism,
raise experience, and make their knowledge up to date and boost their role as a tech facilitator.
Moreover, Curcher 2014 found that genuine e-learning in combination with progressive queries,
and social technologies usage reveal that they match the teachers’ education and PD (Teräs &
Myllyla 2011 cited in Curcher 2014).
It is important to distinguish between two patterns in the online-based teachers’ professional
development: the formal platform which is created by formal institutions and the informal
platforms which teachers themselves create and join for individual reasons and goals. Regarding
1
formal platforms, Çağıltay 2006 states that the idea of using ICT is meant to establish teachers’
CoPs which gained relevance in educational technology because of increasing digital
communities.
1.2 Statement of the problem
Previous studies have identified the relationship between the teachers’ professional development,
knowledge management and the online communities of practice (Çağıltay 2006). Healy& Block
and Judge 2014 state that thanks to web-based education the learners and teachers are offered
benefits such as flexibility, time and financial savings. And this has the identical results like in
conservative face-to-face training (Navarro & Shoemaker, 1999; Lin & Davidson, 1995; Sujo de
Montes & Gonzales, 2000; Dede, Ketelhut, Whitehouse, Breit, & McCloskey, 2009 cited in
Healy& Block and Judge 2014).
While reviewing the previous studies, four aspects appear as main factors in online-based
teachers’ professional development: 1- knowledge creation and exchange, 2 - Communities of
practice - Lave& Wenger theory, 3 - Quantum theory of trust - Karen Stephenson, and 4- the
Case-Method Learning.
1 - Landauer and Dumais (1997 cited in Siemens 2005) refer to the phenomenon that people
possess more knowledge that is present in the information they have been given. The term
connectivism is related to the possibility that domains of knowledge may contain numbers of
interrelations that can make learning possible via the mechanism of speculation. John Seely
Brown explains that the internet holds the small efforts of many people with the large efforts of a
few ones.
2 - Drummer et al. 2018, say that virtual learning communities are examples of online forms of
groups in education, in which the learners find themselves in a CoPs (“CoP”, cf. Lave and
Wenger 1991; Köhler and Kahnwald 2013 cited in Drummer et al. 2018). Regarding teachers'
professional development this is a suitable pattern of PD which links with the real work. Çağıltay
2006, explains that within the CoPs teachers have opportunities to create useful documentation
and procedures that can be shared especially with new teachers.
3 - Kleiner 2003, states that trust value is one that differentiates the high trust society and the
legalistic one in which the first has a competitive advantage in the fact that suspicion is a cultural
value and in this case the cost of the transaction goes down for both kinds of societies.
2
4 - L. Shulman (1986, 1992 cited in Levin 1995) has a point of view about how and why the casebased approach benefits teachers’ education. According to him, cases may be used in learning
principles of a theoretical nature, models of practice, morals, etc.
1.3 Background of the Research
Technologies have impacts on defining and model people’s thinking. Mahapatra (2015) discovers
the same outcomes about the report of the European Commission in the examination of the Web
2.0 impacts on educational programs. In UAE digital communication records an advanced rank in
the digital 2019 report; internet users, as a percentage of total population is 99%. The total
number of active social media users is 9.52 million out of 9.61 million 99%. Mahapatra (2015)
makes a link between the rank of the country in using the Internet and the chance of activating
this style of teachers’ professional development and programs. India is the third largest user of the
Internet, it means that this option is available there. Coming back to UAE, the Internet has gained
the way educators stay connected on professional social media in order to achieve higher PD.
1.4 The Research Questions
This study examines the knowledge movement in the Teachers’ Online Social Networks in UAE
through one hypothesis and three questions.
The Research Hypothesis:
Knowledge in the teachers’ online social networks (Facebook, Linked In, Twitter, etc.)
shapes a flipped taxonomy. In the bottom there is the smallest group of the creators who
produce the knowledge through updating news, innovations reports, their experiences.
The second group consists of participants who extend this knowledge with a critical sense
or with a comment. The third group is formed of the participants who share and repost
that knowledge. The last group is represented by the interactive participants who give
“Like” or leave invaluable emoji faces (agreement, amazement, thanks for sharing). Out
of this taxonomy there is the silent participants who do not show any interaction
regarding the new knowledge, they could keep this knowledge in their notebooks, they
could try to apply in their classroom but without any action in the social networks.
3
Interactions
Share
Reactio
n
crea
te
(Figure. 1: the flipped taxonomy of the interaction categories in TOSN)
The Research Questions:
Based on three theoretical frameworks for the knowledge in the social networks (Communities of
practice lave& Wenger/ Quantum theory of trust Karen Stephenson/ The case method learning)
the questions come:
1 – What are the conditions for the active participation of knowledge in the teachers’ online social
networks (TOSN)?
2 – To what extent the knowledge teachers gain on their online social networks is applicable?
3 – Do online social networks help teachers achieve their professional development?
1.5 The Significance of the Research
It is stated that teachers’ quality means indicators of teacher qualifications, a certain period of
experience and PD, plus teachers’ self-efficacy. The students and their results are affected by the
teachers' features (Wayne and Youngs 2003 cited in Nilsen et al. 2016). Quality of teachers’
education is related to teachers’ knowledge and skills in the capacity of instructing students and
students’ achievements. In the UAE context there is an approach to gathering these benefits of
teachers’ online social networks with the formal smart learning platform which has been launched
within Mohamed bin Rashid Smart Learning Initiative. On this formal platform teachers can join
or create groups for professional or social purposes. Building on that, Teachers’ Online Social
Networks (TOSN) have to examine and define the motivator aspects in it. Also, the weakness
4
point in (TOSN) should be defined to be avoided in the formal platforms. Mahapatra 2015 says
that online-based teachers’ professional development platform has some points to be considered.
This online CoPs has to deal with teachers’ motivation to take part in it. It is advisable to be
gradually, to start with small groups and give teachers information about Web 2.0 capabilities.
Lai et al. 2006, mentions that CoPs have the necessary infrastructure in their activities. Wenger et
al. (2002 cited in Lai et al. 2006) explain that there are no obstacles to CoPs regarding time and
size because of Technologies use in these online-based CoPs.
1.6 The Organization of the Research
This study comprises five chapters. The first is an introduction, including the background and
significance of the study related to the knowledge creation and exchange in teachers’ online
social networks (TOSN) and its impact on their professional development. It also includes the
purpose of the study and the research hypothesis and questions. The second chapter is regarded as
literature review of the study which focuses on a review of some relevant literature regarding the
online communities of practice and how it affects the teachers’ professional development. The
third chapter is about the methodology of the study including the research design, the participants
and the collected data. Then, chapter four consists of the findings that have been built upon the
discussion of the research. Chapter five resumes to the limitations of the study, conclusions,
reflections and future research recommendations.
5
Chapter Two – Literature Review
2.1 The role of teacher training
Siemens 2005 argues that knowledge now is growing faster which means that it can be measured
in a month and even years. Gonzalez’s (2004, cited in Siemens 2005) states that the information
shrinks half-life. In these conditions every new knowledge speedily becomes outdated. In
learning trends, teachers might get into unrelated fields during their lifetime and informal learning
becomes an important aspect of learning experience. To counter this downturn in the age of
knowledge, organizations are resorting to the development of new methods of education and
training. People will move between a variety of fields and professions, so informal learning and
training are an important solution to overcoming this challenge. Nilsen et al. 2016, considers
enrollment in vocational training programs to be one of the most important indicators of teacher
competencies, as well as teacher qualifications, teaching experience and personal characteristics
such as self-efficacy. And he refers to previous studies that make a relationship between the
characteristics of the teacher and the results of the students (Wayne and Youngs 2003 cited in
Nilsen et al. 2016). All this leads to educational quality. Accordingly, to provide opportunities for
professional development of teachers and lifelong learning opportunities, reliance has been placed
on the development of practice communities. The fourth industrial revolution raises changes that
need more professional development programs for teachers (Çağıltay 2006).
2.2 Teacher training and professional development
The need for professional development programs for teachers is a common theme and a cause
shared by many educational systems around the world. Jones and Dexter (2014) suggest that
teachers need opportunities to learn teaching methods that differ from their traditional ones and
master technology-based education with students who are indigenous to technology. In Europe,
according to the report “Teaching in the Digital Age 2014”, 70% of EU teachers recognize the
need for training and professional development to modernize and support their teaching methods
and training in technology-based teaching methods. In India, Mahapatra (2015) indicates that
teacher training and professional development is a problematic point in the Indian educational
system (Mahapatra 2011; Padwad 2011 mentioned in Mahapatra 2015). On the same line,
Curcher 2014 goes on to decide the need for professional development in teaching methods as
well as in assessments and training in the use of technology in the educational process. Çağıltay
2006 puts all this emphasis on training programs and professional development of teachers as a
result of the dramatic changes in educational systems recently as the effects of the 4th revolution.
These rapid changes require the need for new teacher training.
6
2.3 Communities of Practice for Teachers
Wenger (1998) says that the idea behind CoP is old. The new fact is the importance of knowledge
in formal and informal approaches. Most important in the development of practice societies is
collective thinking. “Etienne Wenger (2002) describes the Communities of Practice as Groups of
people who share a concern, a set of problems, or a passion, about a topic, and who deepen their
knowledge and expertise in this area by interacting on an ongoing basis. Barab, Makinster, and
Scheckler (2004) define CoP as a persistent, sustained social network of individuals who share
and develop an overlapping knowledge base, set of beliefs, values, history, and experience
focused on a common practice and/or mutual enterprise (p.55)” (Çağıltay 2006 p. 4).
Communities of practice have three dimensions: spin, mechanism of action, and what they can
produce. (Serrat 2017). The idea of practice societies provides a conceptual framework for
understanding learning as a change in practice, resulting from social participation. It argues that
the members of this program share a common mission and after a while they can develop this
work. Karlsson 2004 argues that practice societies are a form of informal learning.
Karlsson 2004 points out that communities of practice are linked to the theory of Vygotsky, in
which it is argued that the learner is accessible to any person who can enhance his development
and learning approach. In addition, there are several names of practice communities, but they all
share three elements: practice, field and society (http://education.qld.gov.au/). Silva and Olson
2012 state that communities of practice converge with communities of teacher learning in content
and the way content is taught (Wenger, 1998; Wenger & Lave, 2001; Wenger, McDermott, &
Snyder, 2002). The aim of these communities is to facilitate and develop student learning.
Building on above, communities of practice can replace formative pedagogical training because it
can: identify, create, store, share, and use knowledge, decrease the learning curve of new
teachers, enhance professional development, illuminate good practice, spawn new professional
ideas, enable accelerated learning, and connect learning to action (Çağıltay 2006).
2.4 The role of technology-based communities of practice for teachers
(Çağıltay 2006) The rapid development of ICT has led to the idea of using it to form communities
of practice for the professional development of teachers, many of which have been surfed online.
Mavrotheris (2012) points out that this is due to lack of training opportunities or to overcoming
time and geographic barriers. Mahapatra (2015) argues that teachers who look for professional
development and do not have the formal training opportunity can join professional teacher
7
development programs online. Cagiltay et al. (2001, cited in Çağıltay 2006) suggests using virtual
community platforms where teachers share their experiences, strategies, and teaching practices
with others to provide learning opportunities. Coffman (2004) agrees that virtual communities on
the Internet have a role in the professional development of teachers. Online communities of
practice offer opportunities for professional discussion, sharing of professional materials, plans
and teaching methods, educational issues, new developments and emotional partnerships
(Saifuddin & Strange 2016). The role of Internet-based communities of practice (CoPs) is not
limited to theoretical or literary domains, but rather to the most demanding and difficult
professions. An article that has been found, points to the importance of CoPs for surgeons on
social networking platforms. This article outlines the role of these communities in communicating
between surgeons, sharing medical knowledge, enhancing surgeons' interaction and practices,
improving patient outcomes (Surgeons use social media to share and learn new skills 2017).
2.4.1 Theoretical frameworks for understanding online communities of practices
The information and communication revolution has resulted in economies based on data and
knowledge flows, as well as the growth of social networks that reflect the organization of human
activity. Social networking is a forum for individuals or groups that are connected by shared
visions, ideas, and many other forms of human relationships. These networks go beyond
bureaucracies, inertia and control. However, we are still far from being able to analyze this
organizational power so that we can invest this potential. (Serrat 2017).
Siemens (2005) provides a theoretical framework for learning within CoPs: “Connectivism is an
integration of the principles explored by chaos, networks, theories of complexity and selfregulation” (Siemens 2005 p. 5). Learning in this theory takes place in environments that are not
completely under the control of the individual but can occur outside ourselves, deliver specialized
information, and those links help us to increase knowledge which are more important than our
current knowledge base. Connectivism believes that decisions are based on rapidly changing
foundations because the new knowledge is constantly being acquired. There is a need for the
ability to sort and extract important information. Knowledge in the community of practice must
be about the right members and in the right context. Siemens (2005) mentions that cognitive,
behavioral, and constructional theories do not face the challenges of organized knowledge and
their transitions. The flow of information within the organization is an important element of
organizational effectiveness. In a knowledge economy, the health of the learning environment
depends on the care of the information flow system.
8
2.4.2 Teachers’ Online Social Networks (TOSN)
Web 2.0 tools provide unlimited opportunities for learning, to change the teaching process and
the nature of learning experiences. Web 2.0 characteristics support the creation and sharing of
knowledge among teachers. Anderson, (2007 cited in Konstantinidis & Theodosiadou 2013),
indicates that Web 2.0 tools have changed the way people interact and have provided a wealth of
learning opportunities. Web 2.0, which is based on social intelligence, has changed the role of the
World Wide Web, where it is no longer the provision of information, but rather the creation and
linkage of people's interests and activities. "Typical features of Web 2.0 tools are the participatory
characteristics, mutual contribution, content and resource sharing, users’ active role and
interaction resulting in the development of online social communities. In that way, it seems that
we are destined to be residents, and not visitors, with technologies" (White, 2009 cited in
Konstantinidis & Theodosiadou 2013 p. 2).
Internet-based education and training help to compensate for deficiencies in professional
development programs for teachers (Healy & Block and Judge 2014).
Regarding the official professional development and training on the Internet, Mahapatra (2015),
refers to some successful models launched by organizations such as the British Council and
RELO and achieved useful training programs in teacher training in India. Research has shown
that the online-based education and training provide the learner and the organization with benefits
such as flexibility, time and money saving, the space of the training rooms, and has repeatedly
demonstrated the same results as face-to-face learning (Healy & Block and Judge 2014).
Learning and vocational training in the context of social networks have interlocking terms. Some
studies refer to it as a personal learning environment (PLE) where learners can manage their
education and contacts with peers and other professional social networks, overcoming time and
space barriers. (McGloughlin & Lee, 2010; Selwyn, 2007; Valjataga, Pata, & Tammets, 2011;
van Harmelen, 2006 cited in Dabbagh& Kitsantas 2012). The other some studies call it as
Learning on Demand and describes it as a modern lifestyle (McLoughlin & Lee, 2007 cited in
Dabbagh& Kitsantas 2012). But the agreement between all studies focuses on the fact that this
learning is self-motivated, independent and informal (McGloughlin & Lee, 2010; Smith,
Salaway, & Caruso, 2009; Suleiman and Shroom, 2007 cited in Dabbagh& Kitsantas 2012).
Web-based platforms designed and developed for school teachers, facilitate access to educational
experiences, access to tools and strategies, and overcome boundaries, not for doing the traditional
thing, but to do something sophisticated and powerful that suits the 21st century learners
(Saifuddin & Strange 2016). Two elements are necessary for professional development and
9
learning outcomes in online communities: an appropriate facilitator and a good communication
structure. Moreover, designers should ensure that the system used in the platform is not a barrier
to participants. The studies have also found that developers need to know the culture of teachers,
test the simplicity or complexity of the platform, know the purpose of the platform, and allow the
sharing of emotional experience (Saifuddin & Strange 2016).
Lai et al. (2006) argue that online practice communities have designs and facilities to support
members' work (Barab, MaKinster & Scheckler, 2004). Thus, it can come over the challenges of
time, size, affiliation and culture (Wenger et al., 2002 cited in Lai et al. 2006), for example,
members can communicate during working time.
Carlson (2004) talks about the Swedish national program. He notes that about 50% that is, more
than 70,000 teachers participate in the program during the three years 1999-2002. He adds that
the program design does not allow individual participation of the teacher but through a team.
Despite the many advantages indicated by studies in the field of the official online-based
education and professional development programs for teachers, these studies have identified
several challenges facing this type of learning and limit these features. At the forefront of these
challenges there are: time, negative criticism and increased information.
Kear (2011 cited in Curcher 2014) states that the participants in the online collaborative activities
on problems such as disengagement, large amounts of information, and low participation. In a
case study on an online teacher training program, teachers expressed the view that the time factor
was a major obstacle to their participation in activities (Ming et al 2010 cited in Jones &
Dexter2014). The training aspect has been added also, teachers in need to have training for
appropriate use of learning tools on these platforms. Teachers must have advanced knowledge of
technology to make use of various platforms (Flanigan 2011, cited in Jones & Dexter2014).
Saifuddin and Strange (2016) suggest that fear of criticism may be an emotional barrier
discouraging the teacher from participating, as well as facilitators who control dialogue instead of
managing it. So, TOSN can be defined as Informal networks for e-practice communities that take
different names such as virtual communities or communication platforms. Also, it is different
from formal working groups in points as control, composition, participation and the expectations
of sharing (Serrat 2017).
10
2.4.3 The social element of TOSN in the UAE
As a teacher in the UAE education system witness, one can easily touch the spread and the value
of social media and its role in providing lots of online communities of practice for teachers.
Mahapatra (2015) links the expansion of the state to the use of the Internet and the provision of
professional development to teachers and their online programs. He argues that India is the third
largest Internet user, meaning that this type of professional development is available there. While
scanning the report of “Digital 2019 United Arab Emirates by Simon Kemp 2019” some numbers
should be considered. 9.61 million is the population number in UAE. During the last twelve
months, the internet user number is 9.52 million, the active social media user number is 9.52
million = 99% of the total population. The mobile social media user number is 8.80 million, it
means that 92% of the population in the UAE is freely moving while connecting with the internet.
The average of mobile internet connection speed in UAE is 50.2 while the worldwide average is
21.3. The average daily time spent using the internet via any device is 7 hours 54 minutes. The
average daily time spent using social media via any device is 2 hours 53 minutes (Kemp 2019).
So, 99% of the population in UAE spend around 3 hours daily as a social media active user. The
educational system in the UAE shows more interest in social media as communities of learning
and practice, and as new skills which students have to gain as digital citizens. All these efforts in
the same line with the UAE 2021 vision which is looking for a knowledge-based economy. in the
Mohamed Ben Rashid Initiative for Smart Learning, The Ministry of Education launched a
professional platform for teachers, students, parents, and administrators. On this official platform,
members can create social groups, they can freely join any group. In these groups, teachers can
create, share, discuss the educational knowledge, issues, documentation. By that, The Ministry
invests the characteristics of the informal social networks in its formal platform. Regarding
students’ preparation to be digital citizens, the Ministry launched the Digital communication
curriculum for grades 10, 11 and 12. This curriculum is based on a digital platform named “Cyber
3”.
Back to teachers PD. the changes prompted teachers in different educational systems to
modernize and develop their skills and teaching performance. They sought to share knowledge
through new information and communication technologies. What makes social networks
successful in playing this role? Studies show considerable theoretical factors to achieve this
success.
Mahapatra (2015), refers to the characteristics of the Web 2.0 which encourage the users to create
knowledge and share it. Moreover, Grant and Mims (2009 cited in Mahapatra 2015), state that
11
Web 2.0-based learning has its theoretical background such as cognitivism and constructivism.
Saifuddin& Strange 2016, consider that “Seven motivators to share knowledge were found:
collectivism, positive feedback, personal gain, altruism, technology, a respectful environment and
interest from other teachers” (Hew & Hara, 2007:583–586 cited in Saifuddin& Strange 2016 P.8).
Knowledge Creation and sharing:
Communities of practice gained their importance from providing knowledge and allowing
teachers to share this knowledge, in order to apply it and develop teaching performance. So, what
kind of knowledge exists on the online-based CoPs of teachers? What knowledge do teachers
share in it? The studies discussed different approaches on how to increase participation in onlinebased CoPs. Teachers share the knowledge they develop professionally, teaching resources,
plans, teaching ideas, feelings and common professional interests. (Hur & Brush, 2009;
Vavasseur & Kim MacGregor, 2008 cited in Saifuddin & Strange 2016).
Saifuddin& Strange 2016 scanned previous studies in this field and found some valuable results.
Hew and Hara (2007) state that educators share knowledge of books, their practical and cultural
knowledge. "McClure, Wasco, and Farad (2000) examined three CoPs to see why people
participate and share knowledge online. They applied three perspectives of knowledge:
knowledge as an object {justified true belief}, knowledge as embedded in people {that which is
known} and knowledge embedded in the community {the social practice of knowing}. The value
of content was categorized into tangible returns {useful, valuable information, answer to a
specific question and personal gain}, intangible returns {enjoyment/entertaining, learning,
interaction with a community, multiple viewpoints, peer group, altruism/pro-social behavior,
reciprocity or give something back to community in return, advance the community} and barriers
to participation {group related barriers caused by undesired responses and obstacles to
participate}" (Saifuddin& Strange 2016 p. 3). Jons, Heffernan and Meusburger (2017) suggest
that there are other sets of knowledge type, such as scientific knowledge or specialized
professional knowledge, which will be understood, applied, accepted or replicated in a small
range among experts (Cohen & Levinthal, 1990 cited in Jons, Heffernan & Meusburger 2017).
Saifuddin and Strange (2016) argues that the common knowledge among teachers is "personal
opinions, suggestions, knowledge of books and institutional practice." Practical knowledge is
classified into one of three main categories: (a) personal opinion, (b) personal suggestion and (c)
institutional practice" (Saifuddin & Strange 2016 p. 6). Thus, there is attendance to move learning
theories into digital age. In this case there will be no personally experience and no learning
acquisition to act. Competence is derived from forming connection. According to Karen
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Stephenson, experience becomes the surrogate for knowledge since one cannot experience
everything. Knowledge can be collected through people collection (Siemens 2005).
Case-based Learning Method:
Serrat (2017) argues that one of the most important elements in online teacher practice
communities is the storytelling to recount cases and share previous experiences among teachers.
He adds that they are common in societies and allow expression of emotional and realistic
aspects, which provide implicit knowledge. According to Saifuddin and Strange (2016) attention
has been paid to the development of case-based learning studies that capture the implicit
knowledge of teachers and maybe a knowledge base for teacher education. Some see it as an
educational tool for teacher education and professional development. These situations are full of
details, information and it is a narrative about teaching and learning. Also, it allows for multiple
levels of analysis and interpretation. "The state of affair is the practice of using situations as an
educational tool in areas such as law, business, medicine, and education” (Levin 1995 p. 1).
" Case-based teaching is a teaching method that focuses on the use of situations either as part of
the curriculum or its focus" (Levin 1995 p.1). L. Shulman (1986, 1992 cited in Levin 1995) refers
to the reasons why case-based learning is an effective approach to teacher training and states that
it can be used to illustrate theoretical principles or concepts, past practices, professional ethics,
strategies, planning and role-sharing. Shulman also suggests that cases can provide motivation for
learning but have not been empirically tested yet. This approach is a theoretical one, since the
Piaget and Vygotsky theories provide the rationale for the discussion of situations as an important
factor in the study of teachers' thinking (Levin 1995). “Piaget (1932) claimed that peer interaction
fosters professional development, because it constitutes serious intellectual conflicts that may
drive change. The interactions lead to individual thinking in the ideas of the discussion among
children. Similar conflicts can occur for adults, including pre-service and in-service teachers,
when they learn new things individually or in groups” (Hutcheson & Ammon, 1987; Levine,
1992; Schneider & Ammon, 1992 cited in Levin 1995 p. 2). Case discussion is therefore a
valuable tool for teacher development because of the provision of cognitive conflict that leads to
change (Levin 1995).
Barrows (1980 cited in Barber, King & Buchanan 2015) found that student teachers were unable
to apply their knowledge in a new position. Bereiter and Scardamalia (1980 cited in Barber, King
& Buchanan 2015) recognize that unique attitudes develop experience, it is about how experts
become experts. The difference between beginners in any task and experts is that experts will
13
expand their knowledge and solve problems in new situations and combine what they and their
colleagues collectively known in new ways (Barber, King & Buchanan 2015).
The Role of Trust:
Trust among members of online practice communities is one of the most important pillars of
these communities. Saifuddin and Strange (2016) state that evolution of practice societies is based
on several activities, such as discussion of changes, overcoming common challenges, requests for
assistance, data, and increasing confidence (Wenger-Trayner & Wenger-Trayner, 2015 cited in
Saifuddin & Strange 2016). Moreover, as a relevant point of the trust value in the teachers' CoPs,
some suggest that many teachers may want to share borrowed identities so that they can share
sensitive issues that are difficult to discuss with coworkers (Hew & Hara, 2007, cited in Saifuddin
& Strange 2016). This happens because concealment enables them to think objectively in difficult
situations (Hur & Brush, 2009, cited in Saifuddin & Strange 2016). Based on the above, it is
obvious that the relationship between members in online practice communities is the most
important factor in the formation, effectiveness, and success of these communities. Serrat (2017)
points out that social network analysis is an understanding of networks and their participants. It
focuses on two key elements: active members and their relationships in a specific social context.
Also, he argues that social network analysis is important through identifying the relationships
between members in understanding what facilitate or hinder knowledge flows among participants.
This analysis is identical to "regulatory x-ray". Kleiner (2003) cites Karen Stevenson's theory,
which examines the relationship between trust and learning, and argues that this relationship is a
powerful regulatory tool. Talking back to a trusted colleague about an issue will restore mutual
memory and create new learning opportunities. Stevenson thus identified the relationship of trust
in CoPs and the ability of participants to develop and disseminate knowledge. Kleiner (2003)
states that Karen Stevenson identifies six types of knowledge networks, all informal networks of
people who interact and talk: 1. Network work, who does participant exchange information with
daily? - 2. The social network, revolves around who does participant "check" with to see what is
going on? - 3. Network innovation can be identified through who does participant collaborate
with or experiment with innovative ideas? - 4. Network expert knowledge, which determines who
is going to get experience or advice to? - 5. Career guidance or network strategy, is posed by
answering the question of who does participant go for advice on the future? - 6. Network
learning, is defined by the question of who does participant work with to improve current
methods?
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Social Networks Skills - “Self-Organizing”:
Learning as a self-organizing process demands that the system is open informationally which
means that it is able to classify its interaction with environment, it is able to change structure.
According to Wiley and Edwards (n.d cited in Siemens 2005), self-organization is similar to
social insects, that is thousands of people pass each other and change behavior properly. On a
personal level, self-organization is a micro process of larger self-organizing knowledge created in
institutional environment. Based on that it is required to learn connection formation between
sources of information and create information patterns (Siemens 2005). Konstantinidis and
Theodosiadou (2013) points out that the web is changing the way people interact with Andreson
(2007 cited in Konstantinidis & Theodosiadou 2013), as well as introducing significant changes
in the teaching process and the learning process and gaining the students' skills of participation,
organization and independence in their education.
Investment of social aspect of (TOSN) in the professional networks of teachers online
(TOPN) (United Arab Emirates model)
During the review of the literature, challenges to the success of social networks in achieving
professional development of teachers emerged. The most prominent of these challenges is the
lack of support and organization. But in the context of the United Arab Emirates, there is a model
that mixes the communities of formal practice with their informal counterparts. Vavasseur and
Macgregor (2008 cited in Jones & Dexter 2014) mention a study in which principals participated
with their teachers at the Informal Conference of the Parties, which discussed the formal
educational activity. In the results of this study, teachers reported that the participation of
managers was essential to the success of the program, and the researchers noted that the use of the
teacher and the main voice was a key aspect of the success of the program as a whole. In the
UAE, under the Mohammed bin Rashid Intelligent Education Initiative, which aims to transform
the UAE education system into a technology-based education system, the Ministry of Education
has established an online professional platform for all elements of the educational process. It
includes students, teachers, parents, and administrators. Moreover, it provides data and quarterly
planning for curricula, news, assessments and much of what members need. The platform
provided an opportunity for all participants to interact socially through chats and the creation of
social groups and invite members to it. The aim of these communities is to share documents,
quarterly plans, lesson plans, new ideas, thus, combining the characteristics and advantages of
both types of formal and informal online communities of practice communities.
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Chapter Three – The present study
3.1 Methodology
The study adopts a mixture approach that combines the characteristics of quantitative and
qualitative approaches to deepen understanding of the research problem (Creswell 2008). The
mixed curriculum provides a deeper understanding of the study problem. This understanding may
not be available in the use of a quantitative or qualitative approach alone (Johnson &
Onwuegbuzie 2004). Bogdan and Biklen (1992 cited in Cohen et al. 2000:287) point out that a
qualitative approach is best for interpreting human behavior. The qualitative approach was
applied in this study through semi-structured interviews with academics, representatives of the
UAE Ministry of Education, and educational experts who chose to exchange knowledge by
publishing their books. The study was based on a quantitative approach to monitoring, collecting
and analyzing quantitative data through a digital questionnaire designed by Google Forms and
distributed to teachers through social media. This questionnaire brings together the views and
ideas of teachers about digital social networks and their role in their professional development.
The questionnaire was designed on the Likert scale. To create a closer look at the effect of
knowledge sharing among teachers on virtual social networks, descriptive analysis was tested on
the quantitative data provided by the study tools, which in turn helps to identify the variance of
search results (Criswell 2008).
3.2 Research Design
Sekaran (2003) states that the determination of appropriate decisions in the design of the study is
based on the definition of the problem, the objectives of the study and the accuracy. Cohen, L et
al., (2000) mention that the design of the research is supposed to be appropriate for the purpose of
the research, and the research methodology and design is dictated by the purpose and objectives
of the research. Thus, research design is set up to decide on, among other issues, how to collect
further data, analyze and interpret them, and finally, to provide an answer to the problem.
Sekaran (2003) has identified six elements of research design. They are listed below.
1.
Purpose of the study
The study aims to examine the movement of professional knowledge among teachers on informal
social networks such as Facebook, Twitter, LinkedIn, YouTube, and others. These networks are
learning communities where teachers acquire training and professional development. The study
seeks to the analysis of inputs and outputs for the purpose of improvement and development. In
16
addition, the professional development programs for teachers on the Internet are witnessing a
tremendous increase. The study aims to provide guidance to those who work on designing
professional networks for teachers on the Internet, whether these networks are formal or informal.
This study is designed to discuss and answer the questions and hypothesis of the study, which
deals with the knowledge movement between teachers on their social networks in the United
Arab Emirates, and whether this knowledge qualifies as a substitute for official programs of
professional development.
2.
Type of investigation
A mixed approach is used to combine the strengths of quantitative and qualitative approaches. It
is used in social science research because it is complex (Creswell 2008).
3.
The Extent of researcher interference
The researcher investigates the objectivity completely and excludes any personal influence on the
participants in the study to achieve academic integrity. The study used the following research
tools: A - The questionnaire, which designed digitally on Google Forms and distributed to
teachers through social networking platforms, means that the participants filled out the
questionnaire in the absence of the researcher. B. Personal interviews have been carried out by email due to the presence of participants in different time zones and geographical areas. C - The
observation was documented by the researcher and provided pictures of the data and figures in it.
4.
Study setting
The study is carried out in the United Arab Emirates to study the professional knowledge gained
by teachers on their informal social networks. Studies have pointed to the need for professional
development of teachers because of the rapid changes in societies, while there are educational
systems which suffer from a lack of professional development programs. The tremendous
development of communications has led to the provision of various types of professional
development programs on the Internet but the studies dealing with these programs and their
effectiveness are few. Based on previous studies and his personal observations, the researcher
assumed that the largest number of teachers were on informal social networks to gain professional
development. This study is designed to analysis professional knowledge in order to evaluate,
develop and utilize it in the design of formal networks for the professional development of
teachers.
17
5.
Unit of analysis
Three research tools investigate this study, one need to analyze it statistically is the questionnaire.
Google Forms provides a reliable graphical analysis of the data adopted in this study. The other
two tools are the interview and the observation. The researcher analyzed them through the
discussion.
6.
The time horizon
The study was designed to be implemented over six months from September 2018 to March 2019.
3.3 Ethical Issues
Ethical actions are the fundamentals of the study, and for this reason the study will be followed at
all stages. A letter from the university was requested to facilitate the researcher's task. This letter
is addressed to whom may be concerned.
Ethical actions come at the forefront of this study, that is why the study is committed to all stages.
In the questionnaires, the study will respect for privacy (Cohen & Manion and Morrison, 2000).
Registration of the participant's name is optional, and the questionnaire does not ask for the name
of the school in which he or she is working, age or social status.
Participants in the interviews will be safe from stress, and study will ensure that their
participation is voluntary. And they will not ask them for special information (Cohen & Manion
and Morrison, 2000). Confidentiality covers all information contained in the study and is used for
study only.
3.4 Gaining Access
The study was designed and conducted among teachers of various disciplines within the UAE.
Among the factors contributing to this study is the researcher's affiliation with the teachers’
group, the sample in question, where he works as a teacher in the Department of Education and
Knowledge in Abu Dhabi. This facilitated the task of distributing the questionnaire to fellow
teachers and providing a profile of the study and its objectives. The researcher also continued
through his e-mail the authority responsible for the academic research in the Ministry of
Education and presented the study plan and a requested interview with the specialists followed. In
this regard, a letter was presented by the university to facilitate the researcher's mission. Through
the work in the academic field and by attending various educational conferences, the voluntary
participation in the study was presented to some academics with the presentation of the university
18
letter to them and the details of the study procedures that accepted the voluntary participation in
the study.
3.5 Methods of Data Collection
“The strength of the analysis depends on good quality data that in turn stems from good design of
the data collection instrument, i.e. the questionnaire, and of the collection procedures” (Burgess
2001, p. 3). The study adopted the mixed method and requested that quantitative and qualitative
data be collected to obtain accurate answers to the study questions (Johnson & Christensen 2012).
A set of data collection methods were used in this study, and a combination of methods and
instruments: interviews, observations, and questionnaires. Based on the above, the study adopts
the method of triangulation, which is used for a deep understanding of the research problem
(Creswell 2008).
The Interview:
Boudah (2011) highlights that the interviews have the purpose of collecting data because
interviews are considered as points of view. Interviews may assist in the promotion of data that
boost participant responses. The feelings and intentions are expressed in the interviews (Bell
1999), as they can point their views without any restrictions to the questions or the beliefs of the
researchers (Creswell 2008). The disadvantages of making interviews lie in subjectivity that
might generate variations in the study (Bell 1999). Interviews, as a method of data collection, are
time-consuming. Interview response analysis is overwhelming, and it can be sorted out through
the researchers’ appropriate work.
“Semi-structured interviews were selected as the means of data collection because of two primary
considerations. First, they are well suited for the exploration of the perceptions and opinions of
respondents regarding complex and sometimes sensitive issues and enable probing for more
information and clarification of answers. Second, the varied professional, educational and
personal histories of the sample group precluded the use of a standardized interview schedule.”
(Barribal & While 1994 p.3). Bell (1999) mentions that flexibility is another characteristic of
semi-structured interviews. Regarding the semi-structured interviews, they have been used to
question participants with different specialties. The aim is to allow participants to give better
ideas to the study subject. Meantime, it is the researchers’ chance to discover areas that have not
been previously considered (Boudah 2011).
The origin of the interviews is face-to-face, although this option is unattainable and can be
implemented by telephone. These are two authentic ways of interviewing. But things may require
a new way at times (Sandelands 1993, p.378 cited in Bampton & Cowton 2002). Unexpected
19
events or problems may occur during the data collection process (Kulka 1982 cited in Bampton &
Cowton 2002). In this study, it was difficult to arrange the interview in person because of the
presence of participants from different countries. A telephone interview was considered.
However, there were many problems, including special arrangements for recording open-ended
questions (Burke & Miller 2001 cited in Bampton & Cowton 2002). E-mail was therefore used as
an interview tool (Burke & Miller 2001cited in Bampton & Cowton 2002). An invitation to
participate in the study was sent with a presentation on the subject and objectives of the study.
After approval the questions were sent at once (Bampton & Cowton 2002). There have been oneon-one interviews with the purpose of letting the participants to openly express themselves.
Distance interviews have been operated giving the opportunity to academics that live in certain
parts of the world to take part in the present study and contribute to its success. Four persons have
been interviewed in this study.
The first one is Dr. Atef Abu Humaid Al-Sharman, Associate Professor \ Technology of Teaching
and E-Learning at Hashemite University, Jordan. Researcher and author of e-learning technology.
He has authored five books in the field of education design for digital content, integrated learning
and reverse learning, learning technology for people with special needs, and the integration of
ICT into education and curriculum. I had a chance to meet Dr Al-Sharman while I was involved
in a joint program about “Digital Learning Design Skills”. The program was online and
accredited by The Princess Sumaya University for Technology (PSUT). I offered him the chance
to participate in this study and I conducted the interview with him via e-mail (Appendix B).
The second interview is carried out with Dr. Heba EL-Deghaidy the Interim Dean Graduate
School of Education, American University in Cairo. Moreover, Dr. EL-Deghaidy is the Professor
of Curriculum and Science Education and she is an expert in the STEAM learning which means
that she can focus on the reality and the upcoming impacts of TOSN on Science teaching and
learning. Also, she participated in “Edrak”, the online platform for teachers’ training by lecturing
teachers in the STEAM teaching (Appendix B).
The third one was with an educational expert, author of valuable books as well. Most of the
educators who have remarkable experience and knowledge to share, invest the social network for
effective marketing for content. Thus, the other educators who still publish their contents in the
traditional books still have their reasons to choose this way. To hear their voice an interview has
been carried out with: Shaikha Alramsi, the author of “Enjoyable Minutes for a Wonderful
Classwork” book 2018. My question was why she did not share her experience online instead of
20
doing that in a book, knowing the fact that a book production requires a long difficult process
(Appendix B).
The fourth interview happened with the Ministry of Education representative to identify their
experience in using social network in the formal online platform for all aspects of the educational
process. The platform is used by educators, administrators, parents and students (Appendix B).
Tuckman (1972, cited in Cohen & Manion and Morrison, 2000), finds that for the interview
questions there are four formats. In order to yield in-depth information and rich data, the present
study selects the categorizing questions, which are based on the questions of descriptive
responses, and the questions of experience answers.
The Observation:
The study relied on observation to monitor some aspects of interaction on social networks
between teachers (Creswell 2008). The observation provides an opportunity to increase the tools
and to examine patterns of interaction among members in these platforms. Analysis of the data
collected by the observation requires objective and unbiased analysis (Wragg 1999). Observation
is one way of collecting data used by the study to monitor the behavior of knowledge
dissemination and exchange among members. (Bell 1999, p. 156).
The role of observation in this study is limited to discussing the hypothesis of research, which
argues that the editing, dissemination and exchange of knowledge among teachers in the teachers’
online social networks TOSN Facebook, Linked In, twitter etc. constitutes a flipped taxonomy.
The bottom of this category is the knowledge creators which has the lowest number. The second
group consists of the members who share this knowledge with adding important comments. The
third group is for the interactive participants who share and repost. comments. The last group is
shaped by those who give “like” or other interaction signs. The observation in this research
represents a reality because it depends on statistical results taken from social media analysis
programs and websites. In order to test the validity and discussion of this hypothesis, the
YouTube platform was observed and monitored by the researcher. Moreover, the social network
analysis tool was used to analysis the Facebook platform in order to find out results showing the
validity of this hypothesis.
Social bakers Export Inspiration Search is a website which provide a service to analyze the social
network through defining the platform, the time period and the keywords of the search. The study
21
selects the Facebook platform. This selection came as a result of the teachers’ survey in this study
which shows that Facebook is the first preferred platform for them. The time duration was
selected from 1st to 30th of January 2019. The key words were teaching, education, classroom,
teachers, students, learning, teacher, student, curriculum. The result was 144880 contents.
(Figure 2: The Social bakers Export Inspiration Search)
The Questionnaire:
A questionnaire was designed as teachers’ distributions to gather information about their
contributions to the social networks of teachers. At the beginning of the survey, the objective of
the study was mentioned (Burgess, 2001). Moreover, it has been taken into account the clearness
and concision in order to obtain a better response rate (Burgess, 2001). Cohen, Manon and
Morrison (2000), stated that each survey has the ability to obtain a defendant's personal life,
therefore, the survey should be designed ethically.
The questionnaire had been designed on Google Forums tool for simply distribution and analysis.
The digital questionnaire helps to avoid the significant disadvantages of the paper one, because it
does not allow the participants to miss any item or skip any required response, thus the researcher
has not to be present for supervising the participants as they complete the questionnaire (MurrayThomas 2003). The questions which had been divided in 7 sections and 30 items cover the
theoretical frameworks on the knowledge creation and share in the TOSN. Likert scale has been
selected to be utilized in this study. There is an advantage in displaying groups to the respondent
in the Likert model. It reduces the time taken to complete the question, or in some cases, it
increases the response rate (Burgess 2001). In the questionnaire there was privacy allowed,
avoiding questions that might be abusive, and unnecessary data was not requested (Burgess
2001).
22
3.6 The Sample
The population in this study have been carefully selected based on their career and for being
relevant to the study questions (Silverman 2010). The study clarifies the knowledge between the
participants in the teachers' social networks. Thus, it was rational to use these social networks in
the distribution of this questionnaire during the last 3 months and gain around 200 responses. The
study clarifies the knowledge between the participants in the teachers' social networks. This
number of responses belong to teachers from both public and private schools who teach various
subjects with various numbers of experiences years.
3.7 Feasibility
The feasibility of the study design depends on the knowledge and competence of the research to
use a mixed methods approach (Silverman 2010).
3.8 Reliability and Validity
Cohen, Manion and Morrison (2000) assert that regarding qualitative researches, reliability can be
considered as a fit between what have been submitted as data and what truly happens in the realm
of fact. The study has been carefully designed, the outcomes data will be seriously evaluated in a
subject process in order to guaranty the reliability and validity.
23
Chapter Four – Findings and Discussion
4.1 Results and Analysis
The Interview:
Dr. Al-Sharman focused on several points: The teacher always needs to engage in professional
development programs because they deal with many variables that require them to develop
themselves and constantly. However, the teachers' obligations make them play away from PD
because of the additional effort and time required. He mentions that it is effective to talk about
how "technology" can be used to achieve the goals of PD, but it depends on how it is used. He
points out that the social networks are rich and successful tools in the field of PD. He indicates
that the problem of these online virtual communities is easy to set up, but it is difficult to continue
and follow the missions. Moreover, he pointed out that in formal online PD programs it is better
to structure closed groups, this way makes its management more effective and is more capable of
being followed up and directed to a specific issue. He adds that dealing with social networks
(Facebook, Twitter, YouTube, and other digital platforms) demands awareness and focus on
digital culture, skills of knowledge, critical thinking and self-monitoring. Dr. Al-Sharman
confirms that its necessary for the teacher to consider time and effort to educate students in the
area of digital citizenship. About the online PD platform, he states that it has the same advantages
and disadvantages of e-learning. It provides an opportunity for distance learning that transcends
time and space barriers and reduces costs. At the same time, direct communication between the
teacher and the learner as in face-to-face learning, continues to have a flavor and essential
additions to learning. Dr. Al-Sharman refers to some aspects that make teacher prefer joining to
the informal social networks more than formal ones, he addressed them as freedom and distance
from formalities in the learning environment (Appendix B).
Dr. Heba EL-Deghaidy focused on several points: Many governments are investing teacher
training, assuming that the more it trains teachers the more it will document better statistics in the
thousands. Also, governments should shift from the training model to a continuous professional
development (CPD) model. She adds that by the absence of a teacher professional community,
teachers will not be speaking the same language and therefore will have difficulty communicating
ideas and pedagogical practices amongst themselves and their students. Teacher self-efficacy
might be affected as well as students’ achievement levels and results. Regarding formal and
informal PD platforms she states that there are various platforms. Some are official means for PD
while others are more informal means. In Egypt, the use of Facebook and WhatsApp are
becoming more and more common and easy to use. Their roles are shifting from social media to a
24
place where ideas and links are shared. From her point of view teachers are looking for user
friendly platforms but professional ones will always be structured in a better way providing
different types of communication. She thinks that courses which are structured directly to
enhance teachers’ professional development will be different from the other social network
platforms. Thus, she thinks that informal social communities will not fill the gap in teachers
pedagogical training. Regarding the formal online PD programs, El-Deghaidy, as a trainer in the
STEAM education program on “Edrak” platform, considers the online course being perceived as
an orientation or eyeopener. In STEAM Education, online PD program can provide some level of
detail to get teachers interested and aware of contemporary pedagogies. Also, discussion skills
and knowledge management are recommended skills to deal with social networks as a PD tool.
Finally, about STEAM Education through the social network, she advises the participants in
online teachers’ communities to go beyond just discussion to the actual implementation of
interdisciplinary design followed by feedback (Appendix B).
The Educator Sheikha Al-Ramsi, with 21 years of experience, and with a range of awards in the
field of educational excellence, acknowledges thanks to colleagues who have drawn their positive
effects on her work. She remembers her training 5 hours a week by the supervisor, and she was
keen to apply everything she learned. It sees a great difference in professional development
programs for teachers after the introduction of digital communication. These digital communities
have developed the performance of teachers by exchanging experiences and opinions and
facilitating the exchange of ideas, files and discussions that enhance the performance of the
educational process. She also has professional participation through the communication through
the WhatsApp groups of a large number of teachers or groups E-mail, the One Drive and
Dropbox. She mentions that one exciting experience in this area is that a school principal
develops an online platform where teachers meet once a week. Each time, she hosts an
educational expert in which the teachers discuss the educational process and the transfer of
experience. As for her book published several months ago, and why she chose to publish with
cost and effort, and not to choose to share the contents of the book on the Internet, she explained
that the documentation of her work and what she learned and applied was the main reason, she
wanted to provide this as a reference for everyone interested. She admitted that she did not expect
paper publishing to be complicated until after the experiment, and then found it easier and better
to create a professional website or something similar to convey experiences and ideas gained and
renewed to the field. “I hope to take my next article through a special website to benefit more”
she says (Appendix B).
25
- MOE Interview, in UAE education system there is a great shift to the tech-based learning. “The
Mohammed Bin Rashid Smart Learning Initiative might be one of the largest tablet initiatives in
the world. The initiative was launched in 2012 and cost $272 million” (United Arab Emirates,
2013 cited in Tamim et al. 2015). This great initiative includes an educational portal for teachers,
students, and parents. An interview will carry out with two supervisors of the Smart Learning
section in the Ministry to discuss the teachers’ social networks in this portal and its impacts. An
email was sent to the smart learning section and they replied by giving an appointment for the
interview. One interview carried out in the Ministry of Education offices with both Ms. Halawa
Al-Shehhi, the Project Manager in the Information Technology department and Ms. Aalya
Mesmar, Smart Learning Specialist – e Maturity Group Leader, Smart Learning Program –
Information Technology Department. The researcher explained for both what the study examines
and what is its significance and discussed them in the interview questions. The interview response
was sent to the researcher via email two days later (Appendix B).
The teachers’ questionnaire:
A questionnaire was designed on the Likert scale and electronically executed on Google Forms.
The questionnaire which includes 5 parts, containing thirty questions, was distributed to the
teachers’ social networks. In addition, the questionnaire was translated into Arabic for a greater
number of responses. Over the course of three months there were 200 responses (18 English, 182
in Arabic). The data analysis provided by Google Forms has been integrated and processed for a
final result and meaningful useful data for the study.
Part 1: The Professional Development in the TOSN as Communities of Practice
The first part of the questionnaire examined teachers' views on the professional development they
can gain in the teachers’ online social networks TOSN in the light of the communities of practice
theory. The results were as follows:
The responses have shown that the teachers’ online social networks TOSN achieve their
professional development and update their professional knowledge. 76.5% of the sample agrees
that they join the TOSN in order to achieve their professional development, of which 50%
strongly agree with this while 4.5% disagree. 46% of respondents strongly agree that the
networks speak their professional knowledge, 32% agree with the same idea, while 5% reject this
view and 16% do not specify their position of rejection or approval.
26
The results of the questionnaire also showed that about 80% join the networks that support and
encourage them to practice. In addition, 65% of the respondents consider that the professional
development they acquire on social networks is more useful than traditional professional
development. As for the teachers' response to the ownership of these networks by individuals or
institutions, their responses differed. About 48.5% of the respondents preferred the networks
established and managed by individuals and not organizations. 22% rejected this idea while about
20% chose neutrality. For the management of these networks, nearly 60% of the respondents
believe that strict laws and regulations are more important than content, while 14% reject this
idea. When we put the question in reverse, we get the same percentages. 58% agree that the
content is more important than the regulation versus 15% rejection. There was considerable
evidence that the knowledge gained by teachers in TOSN was applicable, with almost 80%
agreeing to this, versus 5.5% rejection and 16% neutrality. (Table 1)
No.
1
2
3
4
5
6
7
8
The Question
S/A
A
N
D/A
SD/A
- I joined this Teachers’ Online Social Network (TOSN) to improve my
professional development.
I joined this TOSN because I think it successfully updates my
professional knowledge.
I joined the TSON which is support and encourage to participate.
48.5%
31%
15.5%
4.5%
0.5%
46%
32.5%
16%
5%
0%
42.5%
36.5%
16.5%
4%
0.5%
I find this style of Professional Development (PD) more beneficial than
the traditional PD sessions.
I prefer to join the TOSN of persons more than one of the organizations.
33.5%
32%
19.5%
11.5%
3.5%
27%
21.5%
29.5%
15.5%
6.5%
I prefer the TOSN with a solid structure than the one with valuable
content and knowledge
I prefer the TOSN with valuable content and knowledge more than the
one with a solid structure.
- The knowledge I gained in the TOSN is applicable.
30.5%
30%
25%
12%
2.5%
26.5%
31.5%
27.5%
11.5%
3%
30.5%
48%
16%
5%
0.5%
(Table1) Professional Development in the TOSN as communities of practice
Part 2: The links and trust among teachers in TOSN
The second part of the questionnaire seeks the issues of relationships and links between members
within TOSN and looks for the trust factor among the participants in enhancing these links, which
leads to a growing knowledge in these societies, as well as how members strengthen their
relationships with others in these virtual environments.
70% of the sample agreed that the reason for joining TOSN is to find people with the same hopes
and professional concerns. As to the quality of the networks preferred by the participants, whether
official or informal, the responses were somewhat similar, 38% expressed their satisfaction with
the informal networks, 26% rejected the idea while 35% were neutral. 42% do not accept all
invitations to join TOSN. 72% agreed that they were seeking information about the TOSN, its
27
activities, and associate members before joining. 48% join TOSN that they can trust its members,
15% reject this principle while 36% do not.
Freedom of decision to stay within TOSN or leave is a significant incentive to join these networks
was agreed by 81%. 61% of respondents said that voluntary participation and non-commissioning
of specific tasks was another motivation to join this type of networks. The results also indicate
that participants are keen to build strong relationships within TOSN through different methods.
60% agreed that they build strong relationships through professional discussions that enrich the
publications of other members. 55% agreed that they build these relations by commenting on the
activities and posts of the other members. And 56% do so by placing it in the sign of admiration
(Like). 44% of the sample did not agree to leave the network in the event of exposure or exposure
of their posts to negative criticism by other members, while 23% expressed their willingness to do
so. 73% try the knowledge they get within TOSN and often it works, while 26% try it out and
find it unsuccessful.
No.
The Question
S/A
A
N
D/A
SD/A
- I joined this TOSN to find more people who have the same hopes and
worries about our job.
- I joined this teachers’ informal social network because I trust members
in it.
- I feel more comfortable to join informal TOSN than to join the formal
one.
- Before joining any TOSN I seek good information about it, its
members, and its activities.
- I accept any invitation to join professional TOSN.
25.5%
43.5%
21%
7.5%
2.5%
20%
28.5%
36%
10.5%
5%
17%
21%
35.5%
18.5%
8%
45.5%
26.5%
20.5%
7%
0.5%
13%
23%
21.5%
24.5%
18%
42%
38.5%
12%
5.5%
2%
28.5%
32.5%
26.5%
8.5%
4%
26.5%
37.5%
27.5%
6.5%
2%
22%
38%
28.5%
8%
3.5%
21.5%
33.5%
32.5%
8.5%
4%
19%
37.5%
28.5%
10%
5%
54.5%
22%
14%
6.5%
3%
10.5%
12.5%
33%
32%
12%
22
-The motivator to join any TOSN is the freedom and decision of staying
or leaving.
- The motivator to join any TOSN is less responsibility in doing or
sharing any task.
- I try to keep my relationship stronger in the TOSN by sharing
professional contents.
- I try to keep my relationship stronger in the TOSN by discussing the
professional issues in the other participants' posts.
- I try to keep my relationship stronger in the TOSN by giving a
comment on other members’ posts.
- I try to keep my relationship stronger in the TOSN by giving a “like”
on other members’ posts.
- In the TOSN I prefer to avoid exciting arguments or making any
trouble.
- I leave the TOSN if anyone comments on my participation as a
negative critic.
- I try the ideas which I find in the TSON and it is often successful.
29.5%
43.5%
24%
3%
0%
23
- I try the ideas I find in the TOSN and they often do not work.
12.5%
14.5%
35%
31.5%
6.5%
9
10
11
12
13
14
15
16
17
18
19
20
21
(Table 2) The links and trust among teachers in TOSN
28
Part 3: The case-method learning
The third part of this questionnaire reflects the importance of cases as a resource of knowledge in
teachers' communities, with 77% indicating that they prefer to discuss real professional situations
from peer experiences within TOSN. In addition, 65% of participants report true situations from
their professional experience with TOSN colleagues in order to evaluate the actions they have
taken in these situations. (Table 3)
No.
24
25
The Question
S/A
- In TOSN I prefer the discussions about real situations from
33.5%
members’ experiences.
- In TOSN I can share a situation from my experiences to evaluate
23.5%
my action in it.
(Table 3) The case-method learning
A
N
D/A
SD/A
44%
17%
5.5%
0%
41.5%
27.5%
6%
1.5%
Part 4: The communication skills
Part number 4 clarifies the needed technical skills to deal with virtual communities. The
participants were asked: Do they join the TOSN if they cannot deal with the technology tool in
this network? 33.5% acknowledge that they will join it, 36.5% disagree, it means that they will
not join that TOSN, 30% are neutral. Another indicator shows that joining TOSN teach the
participants important digital skills, 71% agree with that. 70% wish to pass these digital
communication skills to their students. (Table 4)
No.
26
27
28
The Question
S/A
- Involvement in TOSN taught me important digital communications
19%
skills.
- The digital communications skills which I gained in TOSN will be
21.5%
passed to my students.
- I do not join the TOSN if I cannot deal with the technology tool in
13%
this network.
(Table 4) The communication skills
A
N
D/A
SD/A
52%
19.5%
5.5%
4%
48.5%
20%
6.5%
3.5%
20.5%
30%
21.5%
15%
Part 5: Knowledge creation and sharing
The last part of this survey about professional knowledge in the TOSN, whether teachers copy
and share knowledge only or they can create it as well. The results show that knowledge creation
is nearly 40% while knowledge duplicate is around 25%. In both questions around 40% did not
show a clear view, they are neutral.
No.
The Question
S/A
A
N
D/A
SD/A
29
- Most of the participation which I share in TOSN is copied.
4.5%
21%
39.5%
24%
11%
30
- Most of the participation which I share in TOSN I created it.
11.5%
29%
40%
14%
5.5%
(Table 5) Knowledge creation and sharing
29
The research hypothesis
As for the hypothesis of the study, it is assumed that there is an inverted taxonomy representing
the categories of participants in online teacher communities. To discuss this hypothesis and test
its validity YouTube platform was observed by the researcher, and Facebook platform analysis by
the social network analysis tool. The data collected from the observations agreed with the
hypothesis in some details and differed with others. The study hypothesized that the categories of
those who interact with knowledge in the TOSN constitute a constant classification that takes the
form of a pyramid upside down. At the bottom of this taxonomy, it is the smallest category which
represents participants as producers and editors. Then comes the category that expands this
knowledge through comments. The following category is the group that republishes and shares
these posts. The following category is the reactors class through the expressive faces and the
signs of "Like". Then outside the classification, there is a larger class, a non-interacting one.
The data proved that the following assumption was true that the proportion of reactors of all
groups was far less than that of non-active silent participants. The following illustration of a
YouTube video about active teaching and learning strategies shows that one person who created
the knowledge "professional video", 29903 viewers saw this video as a future for this knowledge.
Only 11 people interacted with this content via comments, and only 248 people responded with
like or dislike signs.
(Figure 3: Categorize the interaction with professional knowledge on you tube platform)
The data showed a difference in the ranking of the categories of the interactions and the
instability of this arrangement, where it varies from one content to another. As shown in the
second and third pictures the data is agreed the hypothesis, but in the first picture it disagreed
because the number of “reactions” is less than the number of “shares”.
30
(Figure 4: The interactions rank)
4.2 Discussion
The professional development in TOSN as communities of practice:
7 of the largest educational awards received by Sheikha Al-Ramsi who participated in this study.
When asked about the factors of this success, she replied that there were colleagues who showed
her the way at the beginning of her job as a teacher, also, there was a supervisor who trained her
five hours a week. In turn, she was keen to apply that knowledge to her work. In his interview,
Al-Sherman mentioned professional development as a continuing teacher's need, while ELDeghaidy said that governments' investment in professional development programs for teachers
achieves significantly better results. All the above agrees with Nielsen et al. (2016) who consider
that enrollment in vocational training programs is the most important indicators of teacher
competencies, as well as references to some previous studies that have linked teacher
characteristics and student outcomes. For governments and educational systems, Curcher (2014)
points out that the Finnish system - the world's first-ranked- considers the professional
development of teachers as a cornerstone.
Despite all this emphasis on the professional development of teachers, the lack of these programs
is highlighted in many educational systems, prompting some of them to think of new patterns of
technology-based professional development programs. Jones and Dexter (2014) say that teachers
need to learn modern teaching methods, especially the methods based on technology to deal with
recent students. In Europe, according to the report "learning in the Digital Age 2014", 70% of
teachers recognize their need for training and development. Çağıltay 2006 suggests that the
development of communication offers opportunities to form communities of practice for teachers.
The idea is confirmed by Mahapatra (2015) who sees India gaining an advanced position in the
use of the Internet, providing Indian teachers with access to professional development programs
31
online to raise their competencies. As a result of that, teachers join the online PD program with its
two kinds formal and informal programs. This study seeks to point out this PD in the teachers’
online social networks. The teachers’ questionnaire shows that around 80% of the participant join
TOSN to improve their PD. 80% believe that TOSN successfully update their professional
knowledge. 65% consider that the PD they acquire on TOSN is more useful than traditional PD.
From EL-Deghaidy point of view, informal platforms are widespread among teachers because
they are easy to use but will not fill the gap in teacher training, as they do not reach the same
organizational level as official platforms. On the other hand, Al-Sharman refers to a sensitive
point that technology is not the point but how to use this technology. In the teachers’
questionnaire 48.5% preferred the networks established and managed by persons, 22% rejected,
20% chose neutrality. Thus, there are factors related to how this online PD platforms are used.
Regarding the TOSN management 60.5% prefer the solid structure one, nearly 27% were natural.
This agrees with Siemens 2005 idea that the pipe is more important than its content, because our
ability to know what we need in the future is more important than what we know now. Finally,
the main aim of these communities is providing teachers with educational knowledge that makes
a difference in their classroom activities and professional performance. Do these communities
achieve this goal? 80% of the respondents recognize that the knowledge they acquire in TOSN is
achievable.
Learning in a process outside the individual sphere and occurring in a social context, so that the
success of this learning depends on relationships and interprets this process on the theoretical
framework is interdependence. Karen Stevenson relies on the principle of confidence in the
success of this learning. Stephenson poses questions that determine the type of people you share:
sharing information, investigating what is happening, thinking innovatively, who will get the
experience, and who will get professional guidance, who will improve your methods (Kleiner
2003).
Knowledge creation and sharing:
Kleiner (2003) mentions the view of Stephenson that people have a wealth of implicit knowledge
that is difficult to capture, and trust is the channel through which knowledge flows. Thus,
knowledge sharing in TOSN is based on the nature of the relationships among the participants.
The second part in the teachers’ survey discussed the issue of trust between the members in the
TOSN and its impact on knowledge generation and exchange. 70% agree that they join TOSN to
find people who have the same career hopes and worries. This is matching with the purposes of
32
communities of practice theory, members meet to achieve a common goal or meet a common
challenge (Lave and Wenger's 1991, cited in Homan 2014).
Serrat (2017) points out that knowledge is linked to the networks which generate this knowledge
and use it and affects how individuals and communities work. Also, innovation stems from the
exchange of knowledge between organizations. Stevenson (cited in Kleiner 2003) illustrates the
networks through key persons: the person with whom you share daily information, the person
with whom you investigate, the person with whom you discuss the ideas of innovation, the person
from whom can derive your experience, the person who provides you with professional advice,
the person who works on the success of your methods. Hence, 72% of the sample in this study
seek information about the TOSN and about its members before joining it. 48% acknowledge that
they join the TOSN which they can trust its members.
In a previous study, Homan 2014, seeks the social relationships between the teachers in one
secondary school and its impact on their use of new technologies. Homan designed a
questionnaire for teachers. The aim of the questionnaire was the relationship between teachers. It
asks teachers to answer questions such as: who your close colleague within the school or
professional knowledge network is, who is the person you ask for advice, and who you ask for
technology instructions. The study concluded that in the absence of opportunities to develop
integrated teaching methods, teachers resort to their personal connections and participate in
digital and social learning. And that professional networks of teachers are an integral part of
teachers and digital educational development. The study considers the teachers' social networks
as a good alternative to professional development programs. therefore, it examines these social
networks on the Internet to clarify the professional knowledge provided by these networks and
their applicability and the factors that negatively and positively affect them.
The teachers’ online social networks (TOSN) considered as informal social platforms such as
Facebook, Twitter, you tube, LinkedIn, etc. where teachers can create communities to find others
who share them the same hops and the same worries about their career. In these digital
communities, teachers can share teaching strategies and plans, new educational ideas and
discussions. In this way the earlier studies classify these networks as communities of practice.
“Lave and Wenger’s (1991) Communities of Practice (CoP) theory argues that professionals form
communities in which distributed knowledge is shared in order to accomplish a common goal or
solve a common problem” (Homan 2014 p. 20).
The success of TOSN is based on the knowledge creation and sharing. Teachers’ questionnaire
seeks to find out the teachers’ attitude toward this point. 81% prefer to join TOSN because of less
33
responsibility, but 60% of the responses reported that other members participate by discussing the
common issues. 55% participate by commenting on other members’ posts. 56% participate by
giving (Like) on other members’ posts.
Previous literature has presented the issue of negative criticism and its impact on members within
learning communities. Serrat 2017 agrees that the interaction grows in a climate of safety and
trust. This fruitful interaction is disabled when people are subjected to unfair negative criticism.
Community groups in educational organizations promote opposition and debate as positive
sources of learning. The development of trust requires careful attention in the management of
relations between members. In the questionnaire data analysis, 23% of sample leave the TOSN if
they face any negative criticism while 44% do not care by this negative criticism.
Based on that trust and relationships play an effective role in knowledge creation and sharing.
73% of participants report that they apply the ideas which they gained in the TOSN and they
found it successful. Regarding knowledge creation and sharing among teachers in OTSN, the
results are that knowledge creation is around 40%, and knowledge duplicate is around 25%. In
both questions around 40% did not show a clear view, they are neutral. Thus, knowledge
generation need to be enhanced. The teachers’ online platforms should encourage teachers to
represent and create new knowledge.
Case-based learning method:
The theories of effectiveness have been cited as the role of social interaction, because
effectiveness is the result of personal experiences, of reinforcement and modeling. (Bandura,
1977 cited in Homan 2014). The study questionnaire finds out that 77% prefer to discuss real
professional cases from peer experiences within TOSN. Moreover, 65% report that they share
real situations from their professional experience with TOSN colleagues in purpose of evaluating
the actions they have taken in these situations. Vygotsky says in his studies on Proximal
Development Zone, that the most experienced teachers should have an impact on the thinking of
less experienced teachers through case discussions (Levin 1995).
The Emeriti Ministry of Education considers the case-method learning in the different MOE
online teachers’ communities. In the interview the two interviewees state that In the Smart Majlis
platform, teachers have the authority to create special groups, that may need permission or may
be open. It provides an open discussion forum for sharing practices, issues and solutions. As well
34
as the Yammer platform, which is similar to Facebook, teachers send their posts about everything
related to their concerns or concerns and can get help from any fellow within MOE (Appendix).
Social networks skills:
In our present time learning occurs in diverse ways, learning has become a continuous process in
which technology changes the formation of our brains. The tools we use also define our thinking
style (Siemens 2005). In the interview Al-Sharman argues that “dealing with social networks
Facebook, Twitter, YouTube, and other digital platforms, demands awareness and focus on
digital culture, skills of knowledge, critical thinking and self-monitoring”. Moreover, it is
necessary for the teacher to consider so as to give time and effort to educate students in the area
of digital citizenship (Appendix). On the same line, EL-Deghaidy assumes social networks skills
“would be related to discussion skills and knowledge management” (Appendix B). Regarding to
platforms which need specific skills, the questionnaire shows that 33.5% will not join these
platforms, 36.5% disagree, it means that they will not join that TOSN, 30% are neutral. A
significant response which reflects that joining TOSN teach the participants important digital
skills, 71% agree with that. 70% wish to pass these digital communication skills to their students.
That meets the vision of MOE which aims to achieve the social networks skills for both teachers
and students “There are two frameworks for both teachers and students. By following the criteria
set in each one of them, teachers can build not only their competencies but also help their students
in leveraging their digital skills in the e-maturity model” (Appendix B).
The Research Hypothesis
The purpose of this study is primarily to examine the knowledge of teachers on social networks,
to create and share this knowledge and the factors that influence it. The study was designed on the
assumption that there is a classification of the categories of those interacting with this knowledge,
and that these categories are arranged consistently. But the research proved that the order
presented by the hypothesis did not apply to all analyzed cases.
35
Chapter Five – Conclusions and Recommendations
5.1 Conclusion
The rapid development of ICT enhances the links between individual unity and organizations.
Thus, a new theoretical framework defines this type of network within the context of the concept
of interdependence. "Connectivism provides a learning model that recognizes tectonic transitions
in society where learning is no longer an individualized activity, and how people work, and
function is changed when new tools are used" (Siemens 2005). Thus, digital societies are a new
educational tool in the theory of interdependence. Therefore, studies examine the aspects that
affect these linkages among participants and that can develop or fail these digital networks.
The aim of this study is to examine the teachers' social networks and identify the conditions in
which participants are guaranteed an effective knowledge contribution.
Teachers’ online social networks TOSN as communities of practice, regarding the management
of these networks, the data showed two basic points of view. The first point of view prefers firm
management, albeit at the expense of content, while others prefer content quality, albeit at the
expense of the laws governing these networks.
Based on the data provided by the study tools, we find that teachers join the networks that support
and encourage them to practice. This means the need to place the stimulus factor in the hands of
developers of professional platforms for teachers. The decision-making freedom of the teachers to
join these networks, where 80% of the sample acknowledge that they join these communities
because they have the freedom to stay or leave at any time. Another factor affecting the sharing of
knowledge among teachers on social networks is the problem of trust. The study examined the
confidence factor and found that it plays a large role in joining or withdrawing networks. And
that a large number are looking for members who trust them before sharing knowledge with them.
Case-based learning is a source of knowledge in teacher communities. 77% indicate that they
prefer to discuss real professional attitudes from peer experiences within the TOSN. In addition,
65% of respondents report real attitudes from their professional experience with TOSN
colleagues in order to assess the actions they have taken in these situations. This approaches the
narrative method, which is characterized by arousing the curiosity of the participants and
integrating them into various educational experiences, enriching their educational knowledge.
TOSN improves participants important digital skills, 71% agree with that. 70% want to pass these
digital communication skills to their students. Through interviews, this study concluded that the
36
skills needed to deal with electronic platforms are related to discussion skills and knowledge
management and self-organization.
The data showed considerable evidence that the knowledge gained by the teachers in the TOSN is
applicable, with the approval of nearly 80% of the questionnaire sample. That is because this
knowledge is related to real teaching and learning activities and comes from teachers’
experiences.
A survey of 200 teachers showed that the TOSN's online social networking networks (TOSN) are
achieving their professional development and modernizing their professional knowledge. 76.5%
of respondents agreed to join the TOSN in order to achieve their professional development, 50%
of them strongly agree. This means, in line with previous studies, that the social networks of
teachers have succeeded in providing vocational training for teachers. In addition, 65% of
respondents believe that the professional development they acquire on social networks is more
beneficial than traditional professional development.
5.2 Reflections
This section reviews the researcher's learning experience in his efforts to develop research skills
to implement this study. This research experience can be described as one of the experiential
learning forms, where teachers provide students with abstract concepts in a way that achieves
learning through action and practice, making it compatible with the structural learning theory,
where the results of learners are varied and unexpected and in which learners assess their own
learning.
During the previous courses in the research methods, and the work of some research studies, the
researcher acquired some basic skills in the design and implementation of studies and academic
research. The work in this study added to the researcher a lot of new research skills, as well as
refinement of skills previously possessed.
The study enhanced the ability to find the appropriate literature for the study and the speed of
reading and to develop points that fit the search faster than before. In the interest of the results of
the research, there was a focus on the titles and topics and modernity of the publication of this
literature. As the subject of the study on virtual communities is changing rapidly as a result of the
successive developments of means of communication. The use of artificial intelligence programs
in data analysis was a great addition to the researcher in this study, where dealing with Google
Forms for the creation of questionnaires and data analysis is a great benefit to replace the
complex equations and programs used in the past. The observation as a tool of study added a new
37
dimension to the researcher as a reporter and closely follows an exciting dynamic process. In
order to achieve the reliability and validity of the study, the researcher practices qualitative and
quantitative research methods, leading to the use of different data collection methods, using
questionnaires, interviews, and observation.
Interview in this study was an important addition to the researcher. The semi-structured
interviews on which the study was based included three categories dealing with the teachers'
professional social networks. The first category is academics who are involved in designing and
developing professional development programs for teachers and participating in the teaching
process. The second category is the learning management system in MOE, the Smart Learning
Specialist - E-Maturity Group Leader and Project Manager of the Information Technology
department. The third category is for educators who have pedagogical knowledge and choose the
paper published instead of electronic publishing in these communities. The researcher benefited
from this diversity in the interviews linking the divergent points to take the subject of the study
from all theoretical and practical aspects, and to produce results with validity and reliability.
The researcher gained a deep understanding of the subject of the study and reached
recommendations and proposals for the study that would achieve better results. The researcher
also received issues related to this study. These issues raise questions worthy of examination,
which represent opportunities for future research projects.
5.3 Limitations
The study faced some limitations that are recommended as future studies on the teachers'
professional development on social networks. Although a digital questionnaire was designed for
ease of distribution and a great deal of responses, the number of participants in the survey was
less than expected. In addition, it is recommended to conduct additional interviews with teachers
to allow them to express their views further through open questions. Lack of literature about
professional use in social networking platforms is another challenge, where time and effort are
demanded to obtain relevant resources. The study sought to examine the interaction with the
cognitive content in TOSN through a specific classification of the categories of this interaction,
but the results found that these categories are highly intertwined, difficult to separate and not
governed by an arrangement. Future studies may find a way to address this hypothesis.
38
5.4 Recommendations
The digital platforms for teacher development and professional development are being increased,
hence, developers of formal or informal platforms must be familiar with the purpose of the
platform, the culture of the teachers, the context of their career, and the complexity or simplicity
of the platform. Teachers are not equal but have different abilities and needs, so, it is
recommended to provide them with the opportunity to share emotional experiences, also, the
motivation for knowledge creation, and provide opportunities for different roles of participation
such as explicit and anonymous participation. Case-based is a common effective aspect in
teachers’ online PD. This study aims to reflect these benefits on the formal online PD platforms,
so they can create a successful cases bank by establish a competition among teachers to select
effective cases and vote for define the winner one then they gather all these useful practices and
put them in a bank which teachers can easily access to learn.
In the MOE interview they mention that teachers’ communities in LMS platform are observed by
the principal that is lead to a couple of points. First one is that 79% of the participants in the
teachers’ questionnaire acknowledge that they join the TOSN which is support and encourage
them to participate. Thus, principals can be warned about this issue in order to plan how can
support and encourage teachers to take a part in these learning communities. The second point is
that based on the response of MOE interview the principal deals with the internal conflict (In
case) between teachers as a result of negative critics or something similar, and in the light of the
impact of the negative criticism among the participants, principals should shape internal
organization roles to avoid these issues.
Future studies can examine the relationship between teachers who are more active in the TOSN
and the results of their students where the acquired professional development is supposed to lead
to an improvement in the learning outcomes of the students.
39
References
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Appendix A
Survey links and analysis:
https://forms.gle/RqCNz9v5xojUeDNV9
https://forms.gle/MqkQQQqatE63ydPN6
42
The Questionnaire analysis
43
44
45
46
47
48
49
50
51
52
53
54
Appendix B
Interviews
Dr. Heba:
1 - Nowadays the educational system is suffering from the lack of teachers training globally.
What is the reason for this issue?
I am not sure that this is a global issue. Actually, I see that many governments are investing in
teacher training assuming that the more it trains teachers it will document better statistics in the
thousands. What I see from my personal and professional perspective, is that governments should
shift from the training model to a continuous professional development (CPD) model. With the
later in mind comes a new approach with all its details. It will require a new mind-set and follow
up system with monitoring and evaluation systems that are based on mentorship rather than
inspectorship.
2 - What are the negative effects in not having well trained teachers?
Again, going to the other extreme of a CPD model will result in the absence of a teacher
professional community where teachers will not be speaking the same language and therefore will
have difficulty communicating ideas and pedagogical practices amongst themselves and their
students. I would also imagine students being taught by different teachers with conflicting
messages and pedagogies that would confuse them of which practice to utilise and when. Teacher
self-efficacy might be affected as well as students’ achievement levels and results.
3 - I assume that you are familiar with the formal social platforms where teachers join regarding
professional development. How do comment in this respect?
Yes, there are various platforms. Some are official means for PD while other are more informal
means. In Egypt, the use of Facebook and WhatsApp are becoming more and more common and
easy to use. Their roles are shifting from social media to a place where ideas and links are shared.
I personally understand that teachers are looking for user friendly platforms, but professional ones
will always be structured in a better way providing different types of communication.
4 - Fast knowledge makes the teachers aware of the need for training and in this way, they join
social networks such as Facebook, Twitter, etc. for experience exchange. Do you think these
communities will fill the gap in teachers pedagogical training?
No. please see my response above
5 - You have a very good experience in teacher training for STEAM Education. I know that you
have participated in “Edraak” the online platform for teachers’ training. Regarding STEAM as a
55
new educational style, do you think teachers are still having lack of training? is it an obstacle in
providing them with a proper training?
The online course can be perceived as an orientation or eyeopener. I would surely recommend to
have follow-up sessions or visits that could complement what took place during the online course.
6 - Does online-based training offer a solution in STEAM Education?
As mentioned above it provides some level of detail to get teachers interested and aware of
contemporary pedagogies. It depends on the structure and design of the MOOC or course and this
in itself can bring about variations.
8 - Do you expect to find such effective activities for STEAM Education in the teachers’ social
networks Facebook. Twitter, etc.?
It depends on how the discussion is directed. Generally speaking, I think that courses which are
structured directly to enhance teachers’ professional development will be different than the other
social network platforms.
9 - Are any skills used to deal with the social networks as a professional development tool?
I assume it would be related to discussion skills and knowledge management.
10 - What advice would you give the teachers who exchange their experience and discuss about
STEAM Education through the social networks?
That it needs to go beyond just discussion to actual implementation of interdisciplinary design
followed by feedback.
THANK YOU
56
MOE Interview
The Interview
In the beginning, we want to congratulate you on the new initiative Mohamed Bin Rashid smart
learning portal and its impact in transforming the educational system in UAE to TECH-based
learning. Our interview will be about the Social side in this portal which makes teacher able to
join or create a group and add his Colleague, students, and parents in this group in order to
share new information, instructions, educational content. This online social network as a
learning community has many issues to examine (Knowledge movement between teachers,
Trust issue, Digital communications skills, Case-method Learning, Social Network
Administration).
•
Social Network Administration
1 – Regarding giving a chance for the teacher to create or join a social network group, what is
the goal of this option?
-
Building teachers skills in their areas of specialties.
Exchange knowledge share experiences and best practices between the teachers.
2 – Is there any structure for this social network? Is it observed?
There are many tools used, where in some it is observed by the principal and here I mean I am
referring to the communities within one school and categorized by subjects.
Al Majlis, on the other hand, is another platform, yet it is more private and teachers can discuss
issues freely with no restraints.
•
(Digital communications skills)
1 – Is there a framework for the digital skills which teacher need to deal with this portal?
-
There is a framework for teachers’ digital competencies.
2 – How the teacher can pass these skills to his/her student?
-
There are two frameworks for both teachers and students. By following the criteria set
in each one of them, teachers can build not only their competencies but also help their
students in leveraging their digital skills in the e-Maturity Model.
3 – Do you use analysis the social networks in order to develop it?
•
(Trust issue)
1 – Do you think Trust aspect (trust in other teachers, trust in the content) will encourage the
teacher to be more interactive in this social network?
-
The main purpose of applying such an educational system is to make it secured.
2 – Do you deal with the internal conflict (In case) between teachers as a result of negative
critics or something like that?
57
•
Smart Learning does not work to that level since it is the area of the principal to deal
with.
(Knowledge movement)
1 – How you invest this social network for providing teacher by the new knowledge?
-
There are number of channels for the sharing, one is inside the LMS where the group is
created by default between the teachers of the same subject inside the school. The
other one is via the EduShare, where teachers upload their work and best practices and
receive comments and get points on the materials. The third platform is Al Majlis,
where communities are created amongst teachers all over UAE
2 – Do you expect that this knowledge will enhance teachers’ performance within the
classroom?
Surely it will since knowledge is being shared within a vast community. Hence, the rotation and
variety of practices that tackles different areas of teaching and learning.
3 – Do you plan to achieve a specific knowledge by this social network such as 21st-century
skills?
These types of platforms were initially introduced to raise those skills and competencies for
both teachers and students.
4 – Do you offer any reward to the active teacher who creates and share a valuable knowledge?
Currently we use STAR feedback for evaluating the materials being uploaded by the teachers.
Thus, when searching for a specific material, it is evaluated by number of teachers who used it
and proved its beneficial inside the classroom.
•
Case-method Learning
1 – On this social network, teachers can share stories from their professional experiences of
situations that have been successfully managed or have been frustrating. In your opinion, how
can these experiences be used?
In Smart majlis, teachers can create groups that are either private that needs permission or an
open one. It is an open discussion area to exchange practices, problems and share solutions.
Another example is yammer (like Facebook), where teachers send posts about each and
everything of their concerns and get the assistant from anyone within the Moe.
Smart Majlis website:
Smartmajlis.moe.gov.ae
58
Dr Atef Interview
مقابلة مع الدكتور /عاطف أبو حميد الشرمان
أخصائي وباحث في تكنولوجيا التعليم في الجامعة الهاشمية
د .عاطف
بصفتك مدرس للسوشيال ميديا وبصفتك مدرب للمعلمين في بعض البرامج التدريبية مثل برنامج تصميم التعليم الرقمي يسعدني
أن نستفيد من خبرة وعلم سيادتك في بعض النقاط التي تتعرض لها الدراسة "حركة المعرفة في المجتمعات االلكترونية الرقمية
للمعلمين (فيسبوك ،تويتر ،إنستغرام ،واتس آب ،يوتيوب وغير ذلك من المنصات الرقمية) .وأود ان أقسّم مقابلتي معك لقسمين؛
.األول يتناول قضية تطوير المعلمين بشكل عام ،أما القسم الثاني فيركز على قضايا السوشيال ميديا
أوال :قضية التطوير المهني للمعلمين
تعاني أغلبية النظم التعليمية حول العالم من نقص فرص تدريب المعلمين وذكر تقرير االتحاد األوربي أن نسبة المعلمين الذي -
يعترفون بأهمية التدريب المهني ويطالبون به %70من عدد المعلمين في دول أوربا ( ،)2014ما تعليقك على هذه القضية وما
.واقعها في إقليم الشرق األوسط
أعتقد بأن المعلم يحتاج دائما ،كغيره ،لالنخراط في برامج التطوير المهني .فالمعلم يتعامل مع الكثير من المتغيرات التي تتطلب
منه تطوير نفسه وباستمرار .والتكنولوجيا خير مثال على ذلك .فال يفيد المعلم كثيرا أن يبقى في مكانه بدون تطوير وتدريب،
فاألجيال تتغير والواقع يتغير .أما وجهة نظر المعلمين حيال ذلك فهي مرتبطة بواقعهم المهني .فلربما يكون المعلم مقتنعا
بضرورة التدريب والتطوير المهني أو ال .إال أن ارتباطات المعلم والعبء على كاهله قد يجعله يعزف عن هذه القضية لما
تتطلب إليه من جهد إضافي ووقت وهذا يكون على حساب جدوله المزدحم أصال .والضغوط المضاعفة على المعلم في المنطقة،
.وليس أقلها الواقع االقتصادي ،يجعل المعلم منشغال عن التفكير في تطوير نفسه مهنيا وقد يرى أن لديه ما هو أهم من ذلك
يعقد الكثيرون من خبراء التربية آماال كبيرة على التكنولوجيا لحل هذه المعضلة وتوفير فرص تنمية مهنية ذات كفاءة وجودة -
للمعلمين فهل التجارب التي خاضتها بعض األنظمة في هذا الصدد مبشرة بتحقيق هذه اآلمال أم أن العوائق مازالت أكبر؟
أتوقع أن الخطاب قد تجاوز الحديث عن التكنولوجيا إن كانت فعالة أم ال إلى الحديث عن "كيف" من الممكن أن يتم االستفادة من
إمكانيات التكنولوجيا من أجل تحقيق أهداف التنمية المهنية .ولكن القضية الجوهرية هنا هي أن التكنولوجيا هي أداة وليست غاية
وهي كغيرها من األدوات األخرى تساعدنا في تحقيق أهداف معينة ونجاح ذلك يعتمد باألساس على الطريقة والعقلية التي
تستخدم التكنولوجيا وآليات االستفادة منها .فالتكنولوجيا لديها اإلمكانيات الكبيرة التي من الممكن أن تحسن من واقع التدريب
".المهنى وأن تفتح أبوابا جديدة في هذا المجال ولكن ذلك يعتمد على "كيف
حديثنا عن مجتمعات للممارسة أو للتعلم التي تنشأ على الشبكات االجتماعية (فيسبوك – تويتر – يوتيوب – إلخ ).ينشئها أحد -
المعلمين بشكل تطوعي وينضم لها عدد كبير من المعلمين لتبادل الخبرات ومناقشة قضايا العمل؟ ما تقييمك لمثل هذه المجتمعات
الرقمية؟ وما تصورك عن طبيعة وحجم المعرفة التي يمكن للمعلم اكتسابها من خالل هذه المنصات؟
هذه من األبواب الغنية الثرية التي تفتحها التكنولوجيا في مجال التطوير المهني للمعلمين .فهي إمكانية فعالة جدا وتفتح فرصة
نادرة للكثير من المعلمين لالستفادة من تجارب وخبرات زمالئهم في الميدان من أماكن ودول مختلفة .وهذا األمر لم يكن متاحا
قبل انتشار األدوات الرقمية .وبالنسبة للمعرفة في هذا المجال فهي غنية ثرية وقادرة على االرتقاء بالمعلم مهنيا وبشكل كبير
.سواء من ناحية المعرفة المهنية أو طرق التدريس أو الوسائل وغيرها
ما عوامل نجاح أو فشل هذه المنصات في تقديم تنمية مهنية جيدة للمعلمين؟ -
مشكلة هذه المجتمعات االفتراضية التي تنشأ على االنترنت أنه من السهولة بمكان إنشاؤها ،إال أنه من الصعوبة بمكان
استمرارها ومتابعتها .ولذلك ،فاالستفادة من هذه المجتمعات االفتراضية ال يتحقق من االلتحاق بمثل هذه المجتمعات من قبل
.المعلمين فقط ،ولكن من خالل ما يتم تبادله واالنخالط فيه من قبل المعلم بما ينعكس على أدائه
هل المعرفة التي تعطيها لطالب صفك الرقمي قابلة لالنتشار بين المعلمين على منصات التواصل االجتماعي أم أن طبيعة -
المعرفة تختلف بين المنصات الرسمية والمنصات غير الرسمية؟
أنا ألجأ للمجموعات المغلقة في هذا المجال .فهذا يجعل إدارتها أكثر فاعلية وتجعلني أقدر على متابعتها وتوجيه النقاش فيها نحو
.قضية معينة .فاالنفتاح التام في هذه المجموعات يكون على حساب التركيز والفائدة منها
ثانيا :استثمار السوشيال ميديا في التطوير المهني للمعلمين
برغم استحواذ منصات التواصل االجتماعي على نسبة كبيرة من سكان هذا الكوكب إال أن البعض منهم يوظف هذه المنصات -
ويستفيد منها والبعض اآلخر يعترف أنه صار فريسة هذه المنصات ويحاول اإلقالع عن إدمانها ،هل هناك مهارات خاصة
للتعامل مع المجتمعات اإللكترونية (فيسبوك ،تويتر ،إنستغرام ،واتس آب ،يوتيوب وغير ذلك من المنصات الرقمية)؟
هي مشكلة حقيقية .فالذين يقومون على هذه الشبكات يبذلون الكثير من الوقت والجهد بهدف إبقاء المتابعين لها وهذا يكون
باللجوء إلى طرق ووسائل أقل ما يقال عنها أنها تعمل على إدمان الشخص عليها .فالشخص الذي لديه مشكلة في ضبط الذات
ومراقبتها قد يقع فريسة سهلة إلدمان االنترنت .وهذا بحاجة إلى الكثير من التوعية والتركيز على الثقافة الرقمية التي تنبه
59
األشخاص إلى ذلك .كما أننا بحاجة إلى توفير البديل المفيد للطلبة ليشغلوا أنفسها عن إدمان االنترنت ألن عالج المدمن الحقيقي
.يكون مهددا دائما عندما يعود المدمن إلى صحبته القديمة فلذلك ال بد من إيجاد البديل
هل هناك أطر نظرية لهذه المهارات يمكن للفرد االطالع عليها أم أن عليه التعلم من خالل الممارسة وتمضية وقت في -
اكتشاف خصائص كل منصة؟
ليس من المنطق أن نطلب من الشخص أن يجرب المخدرات ليكتشف بنفسه ضررها ثم اإلقالع عنها ألن اإلدمان حينها يحتاج
إلى عالج .وهنا نشير إلى أن الدراسات الحديثة تشخص الشخص الذي يقضي أكثر من 5ساعات يوميا على االنترنت بهذا
الشكل على أنه "مدمن" وهذا يعني أنه بحاجة إلى عالج وليس من السهولة بمكان أن يقلع هو نفسه عن هذا السلوك .فال بد من
.التوعية والتربية في هذا المجال والتركيز على مهارات ما وراء المعرفة والتفكير الناقد ومراقبة الذات
هل الغرض من االنضمام لهذه المنصات يلعب دور في تحديد هذه المهارات؟ بمعنى أدق ،هل الستخدام هذه المنصات بغرض -
التنمية المهنية مهارات تختلف عن استخدامها بغرض التسويق ،وعن استخدامها بغرض التواصل مع األسرة واألصدقاء وعن
استخدامها بغرض الترفيه وهكذا؟
بما أن األشخاص األن يقضون الكثير من الوقت على االنترنت ،فإن تخصيص وقت لالستفادة من هذا الوقت من خالل االنخراط
في مثل هذه المجموعات يعطي الوقت الذي يقضيه على االنترنت فائدة .فإن لم يستفد من هذا الوقت على االنترنت في التطوير
.المهني فإنه بالضرورة سيقضية متصفحا شبكات التواصل بدون فائدة
للحديث عن المواطنة الرقمية هل مهارات التعامل مع منصات التواصل االجتماعي التي يكتسبها المعلم هل هي قابلة للتمرير -
إلى الطالب داخل الصفوف الدراسية؟
بالتأكيد .وهذا أمر ضروري للمعلم أن يأخذه بعين االعتبار بحيث يعطي وقتا وجهدا لتوعية الطلبة في مجال المواطنة الرقمية.
.وفاقد الشيء ال يعطيه .فمن يتحلى بهذه السمة ال بد أن يمررها لطلبته
بصفتك مدرس للمعلمين على منصات إلكترونية ولقد كنت أنا شخصيا طالب في صفك ودرستني مادة تصميم السيناريو -
للتعليم الرقمي وأنت مقيم في األردن وأنا أجلس خلف حاسوبي المحمول في اإلمارات من خالل منصة تعلم إلكترونية في برنامج
تدريبي معتمد من جامعة عريقة هي جامعة األميرة سمية بنت الحسين ،أريد منكم تقييما لمزايا وعيوب هذا النمط الجديد من
.التنمية المهنية للمعلمين القائم على االنترنت
هي المزايا والعيوب نفسها للتعلم اإللكتروني .فهي توفر فرصة للتعلم عن بعد متخطية حواجز الزمان والمكان وتعمل على
تخفيض التكلفة ،كما أن التطور التكنولوجي حسن من إمكانيات هذا الطريقة في التدريب من خالل الصوت والصورة والفيديو
المباشر وغير المباشر ،إال أنه في الوقت نفسه يبقى للتواصل المباشر بين المعلم والمتعلم نكهة وإضافات جوهرية على التعلم
.كما هو الحال في التعلم وجها لوجه
من خالل مراجعة الدراسات نجد أن انضمام المعلمين للمنصات اإللكترونية التي يحررها ويشرف عليها أفراد والموجهة -
للتنمية المهنية أكبر من انضمامهم للمنصات اإللكترونية التي تقيمها المؤسسات لنفس الهدف .برأيك ،ما السبب وراء ذلك؟
إن صحت هذه الدراسات فهي تعود للحرية والبعد عن الرسميات في بيئة التعلم .إال أن مثال المنصات التعليمية (المووك) مثال
.على انخراط أعداد هائلة في التعلم على منصات تقوم عليها مؤسسات تعليمية وخاصة الجامعات من حول العالم
كل الشكر والتحية لسيادتكم
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Book Author Interview
مقابلة مع مؤلف كتاب تربوي
– 1في البداية أخبرينا عن خبرتك في الميدان التربوي وقصة التحاقك بالمجال التدريسي؟
شغلت وظيفة معلمة 21عاما ،حيث تم تعييني معلمة حاسوب بمدرسة دبا الثانوية بإمارة الفجيرة ،ثم انتقلت إلى
مدينة العين حيث عملت بمدرسة المعالي النموذجية 6سنوات بمسمى معلمة تقنية المعلومات ،ثم انتقلت ألعمل
بمدرسة مكة للتعليم األساسي حلقة ، 2وقد درست بها 11عاما ً مادة تقنية المعلومات واالتصاالت ( )ICTثم مادة
التصميم والتكنولوجيا في العام الماضي.
ومما زاد خبرتي في المجال التدريسي مشاركتي وفوزي بمجموعة من جوائز التميز التربوي خالل مسيرتي
التدريسية فقد حصلت على :
جائزة حمدان بن راشد لألداء التعليمي المتميز ،فئة المعلم المتميز ،الدورة السابعة.
جائزة المعلم النموذجي المتميز .2007-2006
جائزة خليفة التربوية الدورة الثانية .2009-2008
جائزة خليفة بن مترف لإلبداع والتميز .2010-2009
جائزة الشارقة للتفوق والتميز التربوي .2012-2011
جائزة التميز الداخلية لمجلس أبوظبي للتعليم الدورة الثانية ،فئة المعلم المتميز . 2016
كما حصلت على المركز المتميز على مستوى الوطن العربي من قبل شركة مايكروسوفت وذلك بتصميم برامج
ألعاب تعليمية باستخدام برنامج الفيجوال بيسك ،في ملتقى المعلمين المبدعين العرب.
– 2هل تتذكرين أي زميل أو زميلة تعلمت منه شيئا معرفيا في بداية عملك أفادك في حياتك المهنية؟
هناك قمم من األشخاص ،التقيت بهم فأفاضوا علي بعلمهم ورسموا آثارهم اإليجابية على عملي ،وأخص بالذكر
مديرتي األستاذة الفاضلة خولة السويدي واألستاذة جميلة محمد ،والالتي شجعنني واكتشفن مكامن اإلبداع لدي ،ثم
التقيت بمن دربتني على مادة ICTاألستاذة بتينا شيرلي ،حيث كانت مشرفة على تدريسي لمدة ثالثة أعوام ،وقد
تلقيت على يديها تدريبا بما ال يقل عن 5ساعات أسبوعياً ،وقد حرصت على تطبيق كل ما أتعلمه عملياً.
– 3هل تجدين اختالفا في برامج التطوير المهني الخاصة بالمعلمين بعد وسائل االتصال الرقمية (فيسبوك،
تويتر ،لينكد إن ،وواتساب)؟
نعم هناك اختالف كبير فبعد أن دخلت وسائل االتصال الرقمية في برامج التطوير المهنية للمعلمين ،أحدث تطوراً
في أداء المعلمين من خالل تبادل الخبرات واآلراء ونقلة هائلة في تسهيل وتيسير تبادل األفكار والملفات والمناقشات
التي ترفع من أداء العملية التعليمية والتربوية وتدفع من عجلة التقدم والتطور المستمر.
– 4هل من الممكن أن تصفي لنا مشاركاتك على هذه الوسائل الرقمية فيما يخص المشاركات المهنية في المجال
التعليمي؟
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لي مشاركات مهنية سابقة فيما يخص المجال التعليمي من خالل التواصل عبر مجموعات الواتساب لعدد كبير من
المعلمات على مستوى اإلمارة ،أو مجموعات اإليميل والون درايف ودروب بوكس ،ولدي أنستجرام حديث وددت
أن أضع فيه أفكار من خالصة تجاربي أو ما وصلت إليه من خالل البحث واالطالع.
وحيث أنني ابتعدت عن السلك التدريسي لظروفي ،إال أنني على اتصال بأخواتي المعلمات ممن يتبادلن الخبرات مع
معلمين ومعلمات من دول مختلفة ال سيما دول الخليج العربي كالسعودية والبحرين ومناطق مختلفة من دولة
اإلمارات ،حيث يتم خاللها التعرف على استراتيجيات جديدة في التدريس ،وكذلك أفكار في التحفيز ،ومن أكثر
وسائل االتصال التي يتم تبادل الخبرات فيها االنستجرام والتلجرام وتويتر والواتساب والبريد االلكتروني.
– 5وظف العديد من التربويين هذه المجتمعات الرقمية الستعراض معارفهم ومشاركة أعمالهم وتحقيق المزيد
من الشهرة واالنتشار ،كيف تجدين هذا األمر؟
نعم أجد هذه المشاركات من خالل هذه المجتمعات الرقمية ،فقد اطلعت على تجربة قبل ثالث سنوات لمدرسة قامت
مديرتها باستحداث منصة إلكترونية تجتمع فيها معلمات المدرسة في وقت محدد مرة في كل أسبوع ،وتقوم في كل
مرة باستضافة خبير تربوي تتناقش من خالله المعلمات فيما يتعلق بالعملية التعليمية والتربوية ونقل الخبرة ،
واإلجابة على االستفسارات والتساؤالت.
ومن خالل هذه المجتمعات يتم التغلب على مشكالت البعد وتحديد المكان ،وهي تجمع العدد الكبير في وقت واحد
حيث ينتج عنها الفائدة المثلى.
ت الطريق الصعب؟ طريق النشر الورقي وصناعة النشر والتوزيع والبحث عن ناشر واألمور
– 6لماذا اختر ِ
المالية المعقدة بينما كان يمكنك إنشاء موقع إلكتروني مهني بتكلفة أقل لنشر المحتوى المعرفي الذي تريدين
نشره؟
نظراً الهتمامي بتوثيق أعمالي وما أتعلمه وما أطبقه ،وتنظيمه باستمرار ،فإن أمر الكتاب كان خالصة دورات
وخبرات قدمتها ،وما كان من الحاح جميع من تلقوا تلك الخبرات إلعطائهم تلك المادة ،األمر الذي جعلني أفكر
بعرضه ككتاب يضم تلك األفكار برسوم واضحة وشرح مبسط ،ليبقى كمرجع لكل مهتم .وحيث أنني عزمت على
ترك مهنة التدريس فوددت أن أترك بصمة يستفيد من خاللها اآلخرين.
ولم أتوقع أن طريق النشر الورقي معقد إال بعد خوض التجربة ،وبعدها وجدت أنه من األسهل واألفضل إنشاء موقع
الكتروني مهني أو ما شابه لنقل الخبرات واألفكار المكتسبة والمتجددة للميدان.
– 7هل تخوفت من سرقة أعمالك المعرفية إذا تم نشرها على موقع إلكتروني وضياع حقوق الملكية الفكرية؟
ليس كل ما تم عرضه في الكتاب من تأليفي وأفكاري ،وإنما كان خالصة بحث وتدريب إضافة إلى أفكاري ،ولكن
فهم األفكار بطريقتي الخاصة وعرضها بما رأيته من سهولة لتوصيل المعلومات من خالل الرسم والتصوير،
وتلخيصها بنقاط وتسلسل هو ما تميزت به.
وآمل في إخراج مادتي التالية عبر موقع الكتروني خاص لتعم الفائدة أكثر ،ولكن ال غنى لنا عن كتاب نتصفحه بين
أيدينا.
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– 8من واقع خبرتك ،بم تنصحين الكتاب الذين يفكرون اآلن في نشر معارفهم التعليمية؟
ثورة النشر الرقمية أصبحت تحتم على العالم أن يواكبها ،ويرضي الجيل الجديد ،وأرى أن النشرااللكتروني والكتاب
االلكتروني البد منه ،وهو ليس رأيا واختياراً ولكنه أصبح واقعاً ،والبد من رؤية الواقع واستشراف المستقبل.
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Ashraf Al Rassoul