Abstract
In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers’ pedagogy. The aim of the project was to examine an online mode of professional development where a network of teachers was built without any face-to-face contact and where the approach for professional development was personalised and self-directed. Six geographically dispersed schools in Queensland were involved, with 12 teachers participating over the school year supported by a mentor. Findings reveal that teachers operated in an independent manner, acknowledging community but taking from rather than contributing to the generation of co-created knowledge. Implications drawn from the case studies suggest that greater milestone-setting, multiple levels of leadership and special interest groups are required to support interaction between users and content while still maintaining an agile approach.
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