The School as a Knowing Organization:
Knowledge Management as a Strategy for Continuous Teacher Development
Project Summary
https://cscllab.ist.psu.edu/projects/the_school_as_a_knowing_organization
TeacherBridge
- TeacherBridge supports many teachers and entire school faculties by providing advanced web-based tools for managing their instruction and related teaching resources as well as interaction with students and quick and easy web-based production.
Papers
- Carroll, John M., Chun Wei Choo, D.R. Dunlap, P.L. Isenhour, S.T. Kerr, A. MacLean, and M.B. Rosson. 2004. Knowledge Management Support for Teachers. Educational Technology Research & Development 51 (4): 42-64. Also available from ETRD site.
Project Abstract
Knowledge management techniques are widely used in large corporations. The knowledge organizations have is widely dispersed. Some of it is codified in documents and policies, some is embodied in projects and strategies, and some is tacitly held by individuals and small groups. An organization's knowledge is often locally produced, haphazardly disseminated, and ineffectively indexed. It is inaccessible when and where it is needed.
Knowledge management techniques involve employees across the organization in identifying, codifying, and integrating knowledge resources. They help people to make sense of their organizations, to develop and maintain trust, to make commitments and take responsibility, to more effectively challenge, negotiate, and learn, and thereby to improve the quality of the contributions they can make to their organizations.
This research project will adapt knowledge management concepts and techniques, and the information technology they employ, to understand and enhance knowledge management in school organizations. The goal is to help public school teachers better utilize the knowledge resources that exist throughout their school divisions, and in adjacent school divisions, to better facilitate teaching and learning.
Support: ROLE: The School as a Knowing Organization: Knowledge Management as a Strategy for Continuous Teacher Development
NSF-REC-0106552, $710,223 over 3 years (Dec. 2001 - Nov. 2004)
PIs: John M. Carroll, Mary Beth Rosson, Daniel Dunlap, Fred Morton, Robert McCracken, Stephen Kerr, Chun Wei Choo