Motivation.
Motivation as defined by psychologists is an energizing force that originates from both within the individual as well as from the external environment, that induces action and that has implications for individual behaviors (Liu, 2009). Beltman (2009) describes it as” an individual’s engagement, participation and persistence in particular activities (p. 194)” and proposes that for individuals to continually seek opportunities to develop themselves professionally, the would need to be motivated to do so.
Individually Oriented Theories of Motivation. Behavioral, or individually oriented, theories of motivation focus on either the behavior or the cognition of individuals. Following the behaviorist teachings of B.F. Skinner (1904-1990), they describe motivation within the contexts of perceived patterns in behavior and the motivation provided in the subject’s environment. That is, the behavior is precluded by some change and is followed by an experience, or consequence (Musanti and Pence, 2010). Thus, the behavior is the outcome of a set of rewards or punishments, which may serve to predict future outcomes.
Socio-cultural Theories of Motivation. An increased concern with socio-cultural contexts and their influence on motivation and learning reflects the influence of the Soviet theorist Lev Vygotsky (Vygotsky, 1978). He described social impact as the way in which humans develop and learn. This led him to argue that knowledge originates in a social context and is then learned through dynamic exchanges between humans. Further research by cognitive development theorist Jean Piaget in the 1970s supported this theory of motivation. It led to increased concern among motivation researchers who viewed learning as being inextricably tied to motivation (Hickey, n.d.).
Teacher decision-making and action are affected by motivation: the individual’s perceived desire to participate in a particular activity (Musanti and Pence, 2010). The motivational factor of being accountable to your peers, explains the degree to which teachers will be motivated to engage and participate in peer-to-peer learning communities. The dynamic motivational factors of these working relationships may also dictate successful outcomes. Particularly, when colleagues working together, implicitly and at times explicitly, support and hold each other accountable to share their knowledge.
What adults can learn from kids. One well-known Vygotskian strand of motivational research involved studies of adaptive learning. McCaslin and colleagues (McCaslin & Murdock, 1991; and McCaslin & Good, 1996) studied social and instructional environments found in the home and in the classroom. These studies provided detailed accounts of the way that students' regulation of their own thinking processes originated in the negotiation of goals and norms, of the group and spawned the theories of adaptive learning and co-regulated learning. They were significant because they identified the source of motivation as the relationships that students developed with each other (Hickey, n.d.). Situative theorists later suggested that knowledge primarily resides in these contexts as well, while at the same time assuming that knowledge originates in social interaction and cultural activity (Gee, 2004).
Knowledge sharing.
Knowledge is a belief or an understanding of socially generated information. Knowledge sharing as a form of collaborating lies within a teachers’ aptitude for developing professional relationships. This ability to build trust and connect with colleagues involves complex emotions and can have their ability to reach a common goal (John-Steiner, 2000). This suggests that teachers who engage with colleagues over pedagogy, reflect on practices and instruction, and bring their own individual experiences, knowledge, and perspectives to the group- will improve their own practice. Hence, this meaningful engagement out of the classroom requires time, commitment, and sustained will to learn together over time (Byrne, Brown, and Challen, 2010). This involves developing processes of learning together by being active participants in a collective group experience such as peer-to-peer professional learning communities (Feiman-Nemser, 2001). With support from their colleagues, the time and tools to learn and grow, teachers commit themselves to this process (Byrne, Brown, and Challen, 2010).
The role of technology in documenting facilitating the process.
The use of technology to deliver resources and share this knowledge is rapidly expanding the way schools share best practices (Kim, Miller, Herbert, Pederson and Loving, 2012). When examining the factors that influence K-5 technology integration efforts, Glazer, Hannafin, Polly & Rich (2009) found that 70% of interactions between teachers consisted of posing and responding to task-based questions, giving and seeking advice, and sharing ideas. All of these “interactions can be mediated” and documented through “technology, both as the tool of communication and as productivity tools for creating the shared artifact from their interactions with others, with objects of the effort, and from their own participation.” (Riel & Polin, 2004, p. 16).
Online environments enable people to communicate at any time and Web 2.0 tools have been considered a useful in building these communities because of their ability to create knowledge repositories (Sigala, 2007). Reil & Polin (2004) suggest that collaboration over the internet makes it possible for each member of a learning community to be the collective ‘one’ as members actively “work on living documents or a database of ideas, which is a living, changing record of their shared mind (p. 28).” By doing this, they also focus on how technologies can be used to support student learning and self-discovery (Riel & Polin, 2004).
Conclusion.
Professional development is not a one-time event. It is a continuous effort toward life-time learning. “Today’s teachers must transform their personal knowledge into a collectively built, widely shared, and cohesive professional knowledge base.” (Fulton, Yoon, & Lee, 2005, p. 1) The research I reviewed suggests that teachers can benefit from learning experiences with their colleagues through peer-to-peer professional learning communities (Alajmi, 2011). Taking a position of cognition as situated in social dynamics, my action research will design professional communities of learning that consider the impact that the social-motivational aspects have on teacher willingness to engage in peer-to-peer professional development and knowledge sharing. This teacher-centered approach to professional development will empower teachers to take ownership for developing their technical expertise and in turn empower them to integrate educational technology and best practices into their classroom.
This thinking mimics the way in which some of the most progressive and innovative companies in the world have found success through utilizing design thinking and the design process to impact product development. These companies are changing the way they do things by taking an interdisciplinary approach to finding solutions to complex problems. This team approach puts skilled designers together to address problems that they would be otherwise unable to solve themselves individually (Brown, 2009). He suggest that it may be better to take an open-ended approach that is open-minded and iterative (Brown, 2009).
Motivation as defined by psychologists is an energizing force that originates from both within the individual as well as from the external environment, that induces action and that has implications for individual behaviors (Liu, 2009). Beltman (2009) describes it as” an individual’s engagement, participation and persistence in particular activities (p. 194)” and proposes that for individuals to continually seek opportunities to develop themselves professionally, the would need to be motivated to do so.
Individually Oriented Theories of Motivation. Behavioral, or individually oriented, theories of motivation focus on either the behavior or the cognition of individuals. Following the behaviorist teachings of B.F. Skinner (1904-1990), they describe motivation within the contexts of perceived patterns in behavior and the motivation provided in the subject’s environment. That is, the behavior is precluded by some change and is followed by an experience, or consequence (Musanti and Pence, 2010). Thus, the behavior is the outcome of a set of rewards or punishments, which may serve to predict future outcomes.
Socio-cultural Theories of Motivation. An increased concern with socio-cultural contexts and their influence on motivation and learning reflects the influence of the Soviet theorist Lev Vygotsky (Vygotsky, 1978). He described social impact as the way in which humans develop and learn. This led him to argue that knowledge originates in a social context and is then learned through dynamic exchanges between humans. Further research by cognitive development theorist Jean Piaget in the 1970s supported this theory of motivation. It led to increased concern among motivation researchers who viewed learning as being inextricably tied to motivation (Hickey, n.d.).
Teacher decision-making and action are affected by motivation: the individual’s perceived desire to participate in a particular activity (Musanti and Pence, 2010). The motivational factor of being accountable to your peers, explains the degree to which teachers will be motivated to engage and participate in peer-to-peer learning communities. The dynamic motivational factors of these working relationships may also dictate successful outcomes. Particularly, when colleagues working together, implicitly and at times explicitly, support and hold each other accountable to share their knowledge.
What adults can learn from kids. One well-known Vygotskian strand of motivational research involved studies of adaptive learning. McCaslin and colleagues (McCaslin & Murdock, 1991; and McCaslin & Good, 1996) studied social and instructional environments found in the home and in the classroom. These studies provided detailed accounts of the way that students' regulation of their own thinking processes originated in the negotiation of goals and norms, of the group and spawned the theories of adaptive learning and co-regulated learning. They were significant because they identified the source of motivation as the relationships that students developed with each other (Hickey, n.d.). Situative theorists later suggested that knowledge primarily resides in these contexts as well, while at the same time assuming that knowledge originates in social interaction and cultural activity (Gee, 2004).
Knowledge sharing.
Knowledge is a belief or an understanding of socially generated information. Knowledge sharing as a form of collaborating lies within a teachers’ aptitude for developing professional relationships. This ability to build trust and connect with colleagues involves complex emotions and can have their ability to reach a common goal (John-Steiner, 2000). This suggests that teachers who engage with colleagues over pedagogy, reflect on practices and instruction, and bring their own individual experiences, knowledge, and perspectives to the group- will improve their own practice. Hence, this meaningful engagement out of the classroom requires time, commitment, and sustained will to learn together over time (Byrne, Brown, and Challen, 2010). This involves developing processes of learning together by being active participants in a collective group experience such as peer-to-peer professional learning communities (Feiman-Nemser, 2001). With support from their colleagues, the time and tools to learn and grow, teachers commit themselves to this process (Byrne, Brown, and Challen, 2010).
The role of technology in documenting facilitating the process.
The use of technology to deliver resources and share this knowledge is rapidly expanding the way schools share best practices (Kim, Miller, Herbert, Pederson and Loving, 2012). When examining the factors that influence K-5 technology integration efforts, Glazer, Hannafin, Polly & Rich (2009) found that 70% of interactions between teachers consisted of posing and responding to task-based questions, giving and seeking advice, and sharing ideas. All of these “interactions can be mediated” and documented through “technology, both as the tool of communication and as productivity tools for creating the shared artifact from their interactions with others, with objects of the effort, and from their own participation.” (Riel & Polin, 2004, p. 16).
Online environments enable people to communicate at any time and Web 2.0 tools have been considered a useful in building these communities because of their ability to create knowledge repositories (Sigala, 2007). Reil & Polin (2004) suggest that collaboration over the internet makes it possible for each member of a learning community to be the collective ‘one’ as members actively “work on living documents or a database of ideas, which is a living, changing record of their shared mind (p. 28).” By doing this, they also focus on how technologies can be used to support student learning and self-discovery (Riel & Polin, 2004).
Conclusion.
Professional development is not a one-time event. It is a continuous effort toward life-time learning. “Today’s teachers must transform their personal knowledge into a collectively built, widely shared, and cohesive professional knowledge base.” (Fulton, Yoon, & Lee, 2005, p. 1) The research I reviewed suggests that teachers can benefit from learning experiences with their colleagues through peer-to-peer professional learning communities (Alajmi, 2011). Taking a position of cognition as situated in social dynamics, my action research will design professional communities of learning that consider the impact that the social-motivational aspects have on teacher willingness to engage in peer-to-peer professional development and knowledge sharing. This teacher-centered approach to professional development will empower teachers to take ownership for developing their technical expertise and in turn empower them to integrate educational technology and best practices into their classroom.
This thinking mimics the way in which some of the most progressive and innovative companies in the world have found success through utilizing design thinking and the design process to impact product development. These companies are changing the way they do things by taking an interdisciplinary approach to finding solutions to complex problems. This team approach puts skilled designers together to address problems that they would be otherwise unable to solve themselves individually (Brown, 2009). He suggest that it may be better to take an open-ended approach that is open-minded and iterative (Brown, 2009).