FARNET


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FARNET

A non-profit corporation, established in 1987, whose mission is to advance the use of computer networks to improve research and education.
References in periodicals archive ?
Interviews were conducted with teachers who had taken up roles as "leaders" of their curriculum area within FarNet (N = 16) and with most of the ICT professional development coordinators in schools (N = 8) during the third year of the project.
These were administered at the commencement of professional development and of FarNet and about two years later; data were obtained from 284 and 199 teachers, respectively, from the 10 schools.
The FarNet site itself was monitored regularly from inception.
If a simple definition of a functioning online community is employed, namely, that members of the community participate by posting resources, accessing resources, and communicating around those resources and related curriculum issues, and that they find the experience relevant and useful, then the attempts to form a FarNet community could be viewed as unsuccessful.
Similarly, almost no one other than the FarNet coordinator-managers or curriculum leaders posted to the lists.
Just over 80% of teachers in the FarNet schools reported that they had visited the site sometime in the course of a year (97% had accessed the internet).
It was not common for teachers in the region to communicate across schools and the FarNet project, with e-mail and broadband, altered this trend to a modest degree.
It appears that FarNet, as an instance opf creating an online network, might qualify as a case of putting the cart before the horse (Schlager & Fusco, 2003).
In the FarNet project, along with being on a list with others who taught a subject, teachers were asked to post resources for others to access.
Volunteerism leads to innovations that are in tune with the personal values and dispositions of individual teachers rather than being connected to any collective goal or purpose such as that of the FarNet community as a whole.
This concept of volunteerism can be seen among the curriculum leaders in FarNet who, without a strong guiding purpose and shared understanding of their role or of broader outcomes, focused on their own ideas and visions.
While several curriculum leaders personally drove the innovation, the issue for FarNet, and other such learning communities is that teachers are often unwilling to share resources.