Open AccessG+ COMMUNITY: MEASURING TEACHERS� READINESS AND ACCEPTANCE
Author(s) -
Mohd Faisal Farish Ishak,
Rashidah Rahamat,
Muhammad Hazrul Haris Fadzilah,
Abdul Ghani Abu
Publication year - 2017
Publication title -
edulite/edulite: journal of english education, literature, and culture
Language(s) - English
Resource type - Journals
eISSN - 2528-4479
pISSN - 2477-5304
DOI - 10.30659/e.2.2.361-376
Subject(s) - cloud computing , learning community , space (punctuation) , computer science , psychology , professional development , mathematics education , medical education , multimedia , pedagogy , medicine , operating system
The purpose of this paper is to explore teachers acceptance and readiness in using the cloud-based community as a platform for professional collaboration related to their teaching and learning. Familiarity with certain social networking platforms has made the preferable collaboration among teachers only limited to using Facebook, WhatsApp or Telegram. However, with time and space constraints in schools, some of the sharing sessions could not be done effectively most of the time. The study focuses on teachers acceptance and readiness of having their community in the cloud when they were introduced to the platform during a Continuous Professional Development (CPD) course. A total number of 61 teachers used Google Community named as Contemporary Childrens Literature (CCL) 2016 as a platform for their Professional Learning Community (PLC) during the course. Descriptive analysis was done using Google Sheets and the findings show that these teachers are receptive towards Google Community in terms of its engagement level, usefulness as well as ease of use. The introduction to Google Community has created a new pathway for their collaboration especially for teaching and learning purposes. In a nutshell, their acceptance towards the cloud-based community indicates that, given the right training channel, teachers are positive and opened to utilising and integrating the cloud-based technology in their current teaching practice.