Web-Based Tools and Environments for Teachers’ Professional Development

Abstract

Today, teachers and students spend most of their time on the Internet. They use the Internet not only for communication, playing games, having fun, listening to music, watching movies and sport games, shopping, and so on but also use for getting information about lessons, learning activities, researching and improving themselves. Using internet resources or web media it is possible for teachers to be able to access new methods, techniques, materials and activities related to their lessons, and be aware of their domestic and international colleagues' practices. By this way they develop themselves in terms of personal and professional aspects. In this study, web based applications, tools and resources that support teachers' professional development on the internet are introduced. In addition to Facebook, twitter, YouTube, blogs and wikis that teachers use personally, they can also benefit from e-learning tools such as Educational Information Network (EBA), which is offered to teachers by Ministry of National Education and webinars for professional purposes. These are not only a formal education and training portal, but also serve as a professional development tool for teachers. In this context, this study discusses how teachers can enrich learning-teaching practices through these web resources, how they can communicate in an informal way with their students and colleagues, and how they can improve themselves professionally.

Full text

Web-Based Tools and Environments for Teachers’ Professional
Development
Soner Mehmet ÖZDEMİR*
Department of Primary School Teaching, Mersin University, Faculty of Education, Mersin,
Turkey
VolkanLütfi PAN
Curriculum and Instruction Department, Mersin University, Faculty of Education, Mersin,
Turkey
Abstract
Today, teachers and students spend most of their time on the Internet. They use the
Internet not only for communication, playing games, having fun, listening to music,
watching movies and sport games, shopping, and so on but also use for getting
information about lessons, learning activities, researching and improving themselves.
Using internet resources or web media it is possible for teachers to be able to access
new methods, techniques, materials and activities related to their lessons, and be aware
of their domestic and international colleagues' practices. By this way they develop
themselves in terms of personal and professional aspects. In this study, web based
applications, tools and resources that support teachers' professional development on the
internet are introduced. In addition to Facebook, twitter, YouTube, blogs and wikis that
teachers use personally, they can also benefit from e-learning tools such as Educational
Information Network (EBA), which is offered to teachers by Ministry of National
Education and webinars for professional purposes. These are not only a formal
education and training portal, but also serve as a professional development tool for
teachers. In this context, this study discusses how teachers can enrich learning-teaching
practices through these web resources, how they can communicate in an informal way
with their students and colleagues, and how they can improve themselves
professionally.
Key words:professional development; teachers; internet; web based tools and
environments
Introduction
Education has been one of the most important determinants of social change in the
contemporary society where social, economic and technological developments accelerate this
evolution. Therefore, the process of transition from the industrial society to the information
*ozdemir.soner@gmail.com
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Special Issue 2016-III, pp., 251-261 November, 2016
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line at http://www.partedres.com
ISSN: 2148-6123

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society has affected the needs of both education and knowledge. Because education is crucial
for the development of people's ability to use their potential more effectively and to shape
development who underlies the basis of society and the most important source of wealth.
Along with the rapid social change, teachers have also a great responsibility to educate
qualified individuals who attach importance to knowledge. This is because one of the people
who have undertaken the most basic task of contributing to the learning process of the
individual is teacher. Teachers are also an existing psychological force that can have potential
effects on students' cognitive, emotional and social development (Bandura, 1969). In today's
educational system, where the constructivist learning approach is accepted teacher has both
been the person who conveys knowledge and has been the person who shapes, guides and
facilitates learning-teaching processes of students.
It may be possible for teachers to take part in the lives of individuals in accordance
with the expectations of the information society, not only the development of their students
but also their own development. In this sense, teachers are expected to be creative, critical
thinking, questioning, researching individuals. Teachers must be individuals who learn to
learn first beginning from the teacher training process to the end of their professional life.
Because only the teachers who can develop themselves in professional sense will make a
difference in a rapidly changing society with the new possibilities provided by scientific and
technological development. The information age challenges the teaching profession and
forces to change as is the case with all traditional institutions and professions (Özcan, 2011).
In addition, many studies have shown that continuous professional development is an
important element in successful educational systems in terms of enhancing teacher
qualifications and student achievement. (Rockoff, 2004; Rivkin, Hanushek&Kain, 2005).
Despite the fact that the experienced development and change is on a global scale, but
each community created its own education system; it can be said that each society has formed
its education system and shaped this system according to the knowledge, experience and
values that exist in its culture. Turkey is a country with a very good potential for teacher
training. This is exemplified by the fact that the theoretical and practical education given in
the faculty of education is a total of four years, the periodical restructuring of educational
programs, and the availability of post-graduate training opportunities in the field of
educational sciences. It is well known that proficient and self-proven teachers will increase
the level of education. Teacher is the most important force that enables a school to succeed or
fail, to develop the individual skills of the students, to train with values that are useful to
them, the nation and humanity (Özcan, 2011). In other words, an education system is as good
as its teachers (UNESCO, 2014: 9). Therefore, professional development is of great
importance for teachers to be more productive in the process of teaching and learning. Fullan
and Steigelbauer (1991) emphasize that professional development is the formal and informal
learning experiences that an individual has through his / her lifetime, beginning with the
teacher training process. Day (1999) defined professional development as a process that gave
conscious and planned learning experiences that directly or indirectly benefited the individual,
a particular group or a school to improve the quality of education in class activities.
Continuing professional development, in the most general sense refers to the sum of
all the formal and informal learning that individual has undertaken throughout the his or her
career including the processes of (pre-service training) preliminary to profession, performing
the profession (in-service training) to the retirement and change in one's professional and
personal role (Craft, 1996; Fullan, 2001, cited in CeylanveÖzdemir, 2016). The two
theoretical perspectives come to the forefront when considering the factors that affect the

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learning of the teachers who need to be good learners as well (Coburn, 2004; Nguni,
Sleegers&Denessen, 2006):
 Psychological factors (teachers' cognitive processes and motivations)
 Organizational factors (leadership, teacher collaboration, staff relations and
communication, focus of audit, learning opportunities). All these variables suggest
that professional development should be continuous.
Teachers experience a vast range of activities and interactions that may increase their
knowledge and skills and improve their teaching practice, as well as contribute to their
personal, social, and emotional growth. These experiences can range from formal, structured
topic-specific seminars given on in-service days, to everyday, informal “hallway” discussions
with other teachers on instruction techniques, embedded in teachers’ everyday work lives
(Desimone, 2009). Teachers attend to short term in-service seminars, conferences, workshops
and courses for professional development which usually organized by the Ministry of
Education. In addition to these, teachers can contribute to their professional development
through activities such as visiting other schools, conducting individual or joint research,
forming study groups, participating in certificate programs, mentoring or coach, establishing
informal dialogues with colleagues, and so on.
In addition to this, it is thought that the developing mobile and online technologies are
also very effective in maintaining the professional development of the teachers. For the
professional development of teachers, the availability and usability of computer and web-
based programs is increasing (Laferriere, Lamon, & Chan, 2006). Departments of education,
school districts, universities, foundations, professional organizations, and even broadcasters
have all produced computerized programs in various forms (e.g., podcasts, webinars, online
courses, and multimedia software programs) for teachers (Fisher, Schumaker, Culbertson,
Deshler, 2010). Moreover, many organizations have embraced web-based and online
programs because such applications make it possible for teachers to improve their
professional development and reduce the cost of the organization's past problems (Walker,
Downey, & Sorensen, 2008; Abbott, Greenwood, Buzhardt& Tapia, 2006).
For example, in Turkey, a website called www.eba.gov.tr has been designed by the
Ministry of National Education for teachers. This website offers interactive materials that
facilitates learning processes for students in class time, and provides an opportunity for
complement and overcome learning deficits in off-hours. In addition, teachers also can benefit
from this website. In this way, teachers have access to resources, materials and documents
related to their lessons, and they can even use them on smart boards or computers in their
classrooms.
In addition to the web-based services provided by such central authorities, there are
also web sites created by private or non-profit organizations or individuals that serve the
professional development of teachers. For example, through social networks such as
YouTube, Facebook, twitter, teachers both can share their own practices with other colleagues
and in educational settings they discuss and exchange ideas. Teachers can write articles, share
their views, or even give seminars to their colleagues and students through web 2.0 tools such
as blogs, wikis besides web based applications like webinars.

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Method
Research Model
In the present study, which aims to introduce web based professional development
tools and environments for teachers, survey model was used. According to Karasar (2005),
the survey model is a type of research which aims to describe the situations existing in the
past or present. Accordingly, in this study, a descriptive survey model was used in order to
demonstrate web-based programs and activities aimed at contributing to the professional
development of teachers and performing more qualified learning-teaching activities.
Data Collection and Analysis
In the study, the data were obtained by literature review based on internet or printed
sources. According to Balcı (2006), literature review is a process consisting of collecting data
and discussing the importance of the collected data, establishing the relation to the problem
and classifying the information. In this method, the data is intended to collect by examining
the present resources, documents and files etc.
Descriptive analysis technique was used in the analysis of the data. The collected data
were examined by considering the purpose and the scope of the study then compared, the non-
related ones were eliminated, the related ones were arranged and presented in the form of
findings. The data obtained is limited to resources in the Internet and printed materials as of
November 2016.
These kinds of activities are very important for teachers' personal and professional
development by means of individual and informal ways. In this context, this study aimed to
introduce the web-based tools and environments which contributed to increase the
professional development of the teachers and in order to create awareness on this issue for the
teachers.
Findings
In recent years, performing professional development activities on the internet
becomes more and more popular both for presenting current information and accessing more
people. Although, professional development activities usually carried out face to face with
teachers, in the last years, web based in-service training and professional development
activities have become crucial due to the assumption that teachers are working individuals.
Web-based professional development can be accomplished by teachers in a variety of ways
and mediums. In other words, there are many resources and tools on the Internet that help
teachers to improve their professional development.
Social Networks
One of the tools on the Internet that provides professional development of teachers is
social networks. Although social network tools such as Facebook and twitter are usually used
for communication or entertainment purpose, they can be used as a professional development

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tool. Social network has an aim that allows learners or teachers to reflect on their teaching and
learning experiences (Jones, Blackey, Fitzgibbon, Chew, 2010, Boyd & Ellison, 2007; Cited
in Gülbahar, Kalelioğlu&Madran, 2010). Besides, social networking sites can be defined as
web-based services in which the limits of the user information are wholly or partially open to
other users within a certain system and the users who are connected within the system are
listed and shared among them.
Teachers communicate with each other through these networks and share their
teaching practices and experiences. In this way, a teacher can share knowledge, practice, or
experience with thousands or even millions of colleagues. In the social networking medium,
individuals can publish their own content and share it. In addition to this, they can find a
common ground for mutual interests and expectations to create, share or discuss content in a
collaborative way with rich communication and interaction (Mazman, 2009). According to
Barcelos, Passerino and Behar (2010), such networks can also contribute in continuing
teacher education or professional development, as they allow them to actually experience the
advantages of “Internet Social Networks” functionalities and, therefore, feel confident to use
social networking with their students (Barcelos& Batista, 2013).
E-Learning Tools
There are a large variety of e-learning tools that help students to learn or support the
knowledge they learn in school and contribute teachers to develop themselves in respect to
professional. These e-learning tools can be designed in formal or informal forms. Educational
Information Network (EBA) and webinar are introduced as e-learning tools for professional
development of teachers here.
One of the formal e-learning tools is EBA, which offered to teachers and students by
The Ministry of National Education (MoNE). First of all, MoNE is responsible for the
professional development of teachers in Turkey. This institution organizes various staff
development programs at the central or local level such as workshops, seminars, courses,
conferences, etc. in order to make teachers increase their knowledge, skills, experience and
develop themselves professionally. In addition, MoNE designed a web site called
www.eba.gov.tr (Educational Information Network), which aims to provide resources and
materials on the internet both for the students and teachers. It also aims contribute to the
professional development of the teachers. In this website (EBA), several videos, animations,
e-books, e-magazines, audiovisual and visual materials, e-courses, measurement and
evaluation activities (questions) are presented for the use of teachers. The resources and
facilities offered by the EBA are intended to help teachers providing more qualified
instruction and ultimately enhancing their professional development.
All e-content published by the Ministry of National Education in EBA is open to
public use; teachers can share their activities as a report, products as an image or sound and
also ideas, stories, drawings and photographs on the site. The fact remains that they ask or
answer questions, write comments and dedicate them all for everyone's use. In this respect,
the contents that presented and managed electronically facilitates accessing to information
and learning with sharing the reports on education by the shareholders and using them
effectively. So that the share process from different parts of Turkey can contribute to the
providing equality of opportunity in education (Yılmaz, 2013). EBA also has a blog page to
share teachers' problems, experiences, ideas and good practices in the learning-teaching

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process. Teachers can both write their experiences on this blog and read the diaries of other
colleagues.
In addition, there are various educational web resources on the internet and presented
to the teachers' service which developed by the non-profit organizations or individuals. They
also let teachers to benefit as a member or without membership. Teachers can use visual,
auditory or multimedia materials and documents which they obtain from these sources. Thus,
they can enrich their lessons and help students learn better. At each level of education (from
the pre- school to the high school), there are websites that aim to meet the educational and
professional needs of teachers in almost every field or branch.
Recently one of the most common tools among e-learning tools is webinar. Webinar is
a union of ‘web + seminar’ which simply means a seminar over the internet (Verma and
Singh, 2010). Webinar is a system that enables to make presentations, trainings, workshops,
meetings and seminars on the internet by audio and video. It usually has a function that allows
chatting and asking questions in real time (Buxton, Burns & De Muth, 2012). Teachers can
use webinar to provide online training and more informal "work hours" discussions with all
participating students. The main benefits of the webinar are: "Possibility of monitoring pre-
recorded webinar, saving time and cost, instant and real-time file sharing, distance learning,
ease of use for participants and interaction" (Mohorovicic, Lazic and Strcic, 2011).
Video Sharing Tools
There are many video sharing sites on the Internet such as YouTube, Dailymotion,
Teacher Tube, Edutopia, Classroom Clips etc. for teachers. These video sharing sites make it
possible to watch videos from various subjects, even to share videos through uploading.
YouTube is the most known among them. YouTube has an educational video channel.
YouTube Edu channel is just for education and it can be found primary and secondary
education, university-level videos, and even lifelong learning. YouTube Edu also allows users
to share videos online. Today, millions of educators or students publish educational or
instructional videos on YouTube and share them with others. Videos on YouTube Edu also
provide opportunities for learners as well as teachers’ professional development. Teachers can
open channels on YouTube so they can broadcast their educational practices or scientific
studies as well. Hence, the use of this tool also provides teachers materials to use in the
learning-teaching process which was submitted by other users. The use of these materials in
the teaching-learning process provides facility in understanding for learner and lecturing for
teacher. The effective use of YouTube and similar facilities can provide tools both to support
teachers' instruction in the classroom and to accelerate professional development (Fulton,
Glenn, & Valdez, 2004).
Similarly, in other video sharing sites, teachers and students can enhance their
knowledge and experience by watching or sharing videos in almost all educational subjects.
In fact they are also professional development opportunities for teachers.
Web 2.0 Tools
Blogs or weblogs, one of the Web 2.0 tools are increasingly used by teachers in recent
years. Blogs are online personal notebooks that can be created without complex and advanced
web knowledge, hyperlinked to other web pages that can be supported with text and graphics,

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authors can get reviews about the articles, and chronological archiving of history messages.
Messages created using weblogs can be shared with the whole world. In today's social
networks, journals also provide online environments for individuals to identify and express
themselves (Bonnie, Diane, Gumbrechr, & Luke, 2004, cited in Şenel&Seferoğlu, 2009).
Blogging can be used to build a “community diary” around a large project in which a group of
learners can establish and maintain thoughts and share their insights (Oravec, 2003, cited in
Loving, Schroeder, Kang, Shimek& Herbert, 2007). Through these weblogs, teachers can
write and share experiences with each other about their problems encountered in the teaching
process or class in order to improve teaching practices. Furthermore the above mentioned
EBA (Educational Information Network) which was designed by MoNE enable teachers to
build weblogs in order to share knowledge and experience and communicate with each other.
Similarly, wikis increasingly gain importance in education therefore it is an ideal tool
for collaborative works to be done by both students and teachers. A wiki is a group of web
pages that allows users to add content, similar to a discussion forum or blog, but also permits
other users (sometimes completely unrestrictedly) to edit the content (Arreguin, 2004). The
distinguishing feature of Wikis from blogs, discussion forums and other online systems is that
there is no direct coded structure in this technology: the pages are interlinked and can be
customized, also not presented in a reverse chronological, taxonomic-hierarchical or other
predetermined order (Duffy and Bruns, 2006). The number of Wikis is increasing day by day
in the field of education. The reason for this is that the structure of wiki serves many
educational purposes. In general, it can be said that wikis are used for the following purposes
(www.egitimvewiki.blogspot.com.tr): "Sharing, interaction and collaboration, updating,
virtual communities, individual follow-up, research and evaluation-feedback ". Students
might use a wiki to collaborate on a group report, compile data or share the results of their
research, while faculty might use the wiki to collaboratively author the structure and
curriculum of a course and the wiki can then serve as part of each person’s course materials
(Mader, 2006). Moreover, teachers can contribute to both their teaching process and their
professional development by using wikis to keep and store information. In addition to wikis,
there are also various forums on the internet that allow teachers to discuss and exchange ideas
in educational settings. These online forums also provide important benefits for teachers'
professional development like blogs and wikis. But, the forums differ from blogs and wikis in
terms of aim, usage and structure etc.
Results and Suggestions
Nowadays, people spend a significant part of their time on the Internet. Individuals
usually use the Internet for communication, playing games, having fun, listening to music,
watching movies and sport games, shopping, and so on. At the same time, they use it for
social, cultural and commercial purposes such as organizing or participating in various
activities related to information, research, learning, work or occupation for educational and
professional purposes. Via Internet, it is possible to reach the information they need in almost
every aspect, follow events and developments that are happening all around the world, and
develop themselves in many areas. In this context, teachers have the opportunity to access
new methods, techniques, materials and activities related to their lessons using internet
resources or web tools. Likewise, internet makes them aware of the practices of their domestic
or foreign colleagues and thus to develop themselves in the personal and professional aspects.

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Like almost every individual in society, many teachers commonly use social networks
such as Facebook and twitter on the internet in a widespread manner. Although these social
networks are mostly used for communication and sharing of personal information, teachers
can make educational exchanges with their colleagues through these settings. For example,
teachers can share their video or photograph of an activity in the class with colleagues in a
friend group on Facebook, or through twitter teachers share their views on a problem in class
and discuss it with colleagues. In a study by Akgün (2016), teachers reported that social
networks are beneficial in terms of interaction with students, student follow-up,
communication with colleagues, information acquisition, material support for lectures,
information and resource sharing, task assignment, communication and easy access to
information. On the other hand, in Tonbuloğlu and İşman’s study (2014), teachers stated that
social networks provide opportunities such as access to information or people (to colleagues
and students), sharing of knowledge and interaction.
In many countries teachers are offered internet resources by education ministries or
educational institutions in order to enrich and enhance their teaching practices as well as to
contribute to their professional development. In Turkey, the Ministry of National Education
has created a web site for teachers called "Education Information Network", with an extension
of www.eba.gov.tr. This e-learning tool allows teachers to create blogs or read them by their
colleagues besides a large number of multimedia applications. In this web environment,
teachers can upload their teaching practices and activities to share with colleagues. In EBA,
teachers are also allowed to share information, news, videos, materials, sounds, documents
and magazines they have. EBA has blogs (diary pages) to share teachers' problems,
experiences, ideas and good practices in the learning-teaching process as well. Teachers can
contribute to their teaching process and professional development by sharing their
experiences on the blogs.
Today, internet based applications are widely used in distance learning and education.
The Webinar system, which is one of the e-learning tools becomes increasingly widespread in
the field of education, brings great convenience to distance education and allows distance
interactive lectures, conferences and meetings (Erturan, Çevik, Gürel and Çağıltay, 2012).
Teachers can watch seminars or conferences via webinars given by field experts, even as a
field expert, they can perform webinar activities and in this way contribute to their
professional development.
Another web environment where teachers can benefit from educational and
professional aspects is video sharing sites such as YouTube, Dailymotion, Teacher Tube,
Edutopia, Classroom Clips etc. For example, on YouTube Edu or TeacherTube teachers can
watch teaching practices, experiments, animations and lectures on their field of study all over
the world. Moreover, teachers can open channels on YouTube so they can broadcast
educational practices or scientific studies. In this way, teachers contribute to their professional
development.
One of the tools that teachers can use to see mistakes and deficiencies and improve the
quality of their teaching practice is blogs. Blogging can be used to build a “community diary”
around a large project in which a group of learners can establish and maintain thoughts and
share their insights (Oravec, 2003, cited in Loving, Schroeder, Kang, Shimek& Herbert,
2007). Especially studies about the use of blogs in education showed that through blogs,
teachers communicate better with students, improve the ability of expressing oneself and
make positive effects on their professional development (Arık and Seferoğlu, 2015).

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Furthermore, Hou, Chang & Sung (2009) found that blogs serve as a channel for teachers to
share information and experience and according to Brandon (Cited in Hou, Chang & Sung,
2009) blogs may be used for promoting teachers' interactions and acquisition of professional
knowledge and development. However, in some researches, it has been found that teachers do
not know much about these web tools (Horzum, 2010; Loving, Schroeder, Kang, Shimek and
Herbert, 2007).
As a result, such web based educational tools or environments can contribute to the
increase of teachers' knowledge, understanding and experience, their students to learn better,
improving themselves in different ways and their professional development. In this context, it
may be suggested to inform teachers such web resources or tools, and beyond that, to ensure
that teachers benefit from them effectively, both at the level of Ministry of National
Education and the schools.
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