Knowledge management support for teachers |
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| Authors: | John M. Carroll Chun Wei Choo Daniel R. Dunlap Philip L. Isenhour Stephen T. Kerr Allan MacLean Mary Beth Rosson |
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| Affiliation: | (1) the School of Information Sciences and Technology, The Pennsylvania State University, University Park;(2) Center for Human-Computer Interaction, Virginia Tech, Blacksburg;(3) the School of Information Studies, University of Toronto, Toronto, Canada;(4) the College of Education, University of Washington, Seattle;(5) Xerox Research Centre Europe, Cambridge, UK |
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| Abstract: | Business organizations worldwide are implementing techniques and technologies to better manage their knowledge. Their objective is to improve the quality of the contributions people make to their organizations by helping them to make sense of the context within which the organization exists; to take responsibility, cooperate, and share what they know and learn; and to effectively challenge, negotiate, and learn from others. We consider how the concepts, tools, and techniques of organizational knowledge management can be applied to the professional practices and development of teachers. We describe a framework for knowledge management support for teachers where the sharing of concrete knowledge scaffolds the attainment of more abstract levels of knowledge sharing. We describe the development of a knowledge management support system emphasizing long-term participatory design relationships between technologists and teachers, regional cooperation among teachers in adjacent school divisions, the integration of communication and practice, synchronous and asynchronous interactions, and multiple metaphors for organizing knowledge resources and activities. This work was supported by the National Science Foundation, REC-0106552. |
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