ICT integration in home economics classrooms : a study using an online community of practice.

The aim of this study was to explore the use of an online community of practice that
would support Home Economics teachers in gaining the experience and knowledge
necessary in order to integrate ICT effectively in their classroom practice. The project,
which was conducted on a virtual learning environment, provided a channel and
opportunity for teachers to acquire the knowledge and skills required to encourage ICT
use. Rogers' (2003) diffusion of innovation process was the principal framework utilised
and structured the process on the online community of practice. The participants, who
were teachers and student-teachers of Home Economics, were led systematically from
one phase to another of the framework in order to implement and confirm this innovation
in the Home Economics class. The effectiveness of the online community of practice for
the dissemination of knowledge, for improving classroom practice and hence as a
professional development medium were researched in this study.
A mixed-method approach was used in the methodology of this case study. In this study
I undertook a reflective process into my own pedagogical practices and Rogers' (2003)
framework and through this method I tried to offer support and confidence to Home
Economics teachers to expose them to effective technology integration. Analysis and
evaluation were obtained from data collected through both quantitative and qualitative
methods. A questionnaire was used to map out main responses whilst interviews and the
forum discussions were used to draw out more in depth findings in order to answer the
research questions. The data were analysed both inductively and deductively drawing
from Rogers' (2003) theoretical model view and a content analysis method was utilised
for the discussion forums and interactions on the online community of practice. The
applicability of Rogers' model for this professional development exercise was also
analysed as a result of the effectiveness of the community of practice and its implications
for the educational community.
The findings show that through this online activity teachers' knowledge relating to the
positive use of ICT in education can be confirmed. Teachers also gained confidence in
use through the sharing of ideas, through online feedback and through exposure to a
community which brought teachers together in an asynchronous learning environment.
The findings show that what teachers need most is the 'how-to' knowledge when an
innovation is being diffused into set practice and this online community seems to have
been an effective medium to deliver this. However, there were barriers which hindered
more active participation, which greatly affected the knowledge construction on the
online community of practice.
In conclusion one can say that support for technology integration should be provided for
teachers from more formal policy driven and monitored professional development
settings. An online community of practice can be the ideal medium to offer this even if
not exclusive and over a long span of time, to provide the ongoing support which is
necessary for technology integration. Teachers must also take up the challenge to make a
significant paradigm shift in practice but also in training in order to maintain a more
flexible and autonomous approach to professional development in technology and
pedagogic practices.