Online information seeking and knowledge sharing practices of science teachers

Abstract

ABSTRACT Despite a preponderance of research into student online information seeking behaviors, we still know precious little about the online information seeking of their teachers. Yet teachersare the ones who shape thecurriculum in the classroom and shape the way Information and Communication Technology (ICT) is utilized in formal learning contexts. Online information resources are particularly important for science teachers, who require sound, up‐to‐date knowledge in a field where new breakthroughs are always emerging. To better understand the way science teachers use and share information online, the research team performed five casestudies, followingfive science teachers’ online behaviors for their classroom practice over the course of three months, collecting initial data through aquestionnaire, two interviews, and longitudinal web histories. This study contributes to a broader understanding of information behavior of professional practice, and provides valuable information about an understudied group of users.

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