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Conceptualising teachers' professional learning with Web 2.0

Burden, Kevin John



Purpose – This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning. Design/methodology/approach – The paper draws on a large corpus of literature and recent research evidence to identify the principal elements and features of professional learning and the underlying affordances of Web 2.0 technologies and applications. It generates an exploratory conceptual framework based on the emerging findings from this review using a socio‐cultural theoretical perspective. The framework is explored through three individual illustrations which are drawn from a much larger case study which the author is undertaking within a newly established Academy in the North of England. Findings – The findings indicate that there is potential value in exploring professional learning with Web 2.0 technologies in the ways described. The framework offers an exploratory instrument to examine how professional learning for teachers could be supported with Web 2.0 technologies in ways that might have significant benefits over traditional methods of continuing professional development (CPD). Originality/value – The potential value and affordances of Web 2.0 technologies for teachers' professional learning are largely unexplored and under‐theorised, and this work seeks to establish a framework for further discussion and empirical exploration.

Journal Article Type Article
Publication Date Jun 29, 2010
Journal Campus-wide information systems
Print ISSN 1065-0741
Publisher Emerald
Peer Reviewed Peer Reviewed
Volume 27
Issue 3
Pages 148-161
Keywords Learning, Worldwide web, Professional education, Social software
Publisher URL
Copyright Statement ©2016 University of Hull
Additional Information This is an author's accepted manuscript of an article published in: Campus-wide information systems, 2010 v.27 issue 3.


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