To scale up pedagogical innovation using information and communications technology (ICT), educators have shifted the focus of professional development from primarily an individualist endeavor to a collective approach including teachers' social networks (SNs). SNs have been found to be a major contributor to professional development and support, which in turn promote teachers' self-efficacy and improve their teaching practices. However, the effects of SNs in pedagogical innovation may vary depending on the structure of SNs and the quality of the interaction in a network. It is necessary to reconsider the assumption that the more networked teachers become, the better they teach students. This study aims to explore both the supportive and obstructive roles of teachers' SNs in scaling up ICT-based instruction through in-depth interviews with 14 primary school teachers (7 active and 7 passive ICT using teachers) in South Korea. This study found that some SNs played a positive role in supporting ICT-based instruction and professional development, whereas some imposed constraints on using ICT for teaching and learning. Teachers who actively conducted ICT-based instruction were likely to have appropriate countermeasures to obstructive SNs. This study suggests that systematic supports are necessary to help teachers expand their supportive SNs in and out of schools and to develop professional competencies to overcome the negative impacts of obstructive SNs.

为了扩大使用信息和通信技术（ICT）的教学创新，教育者已经将专业发展的重点从最初的个人主义努力转移到包括教师社交网络（SN）在内的集体方法。SN被发现是专业发展和支持的主要贡献者，反过来又提高了教师的自我效能感并改善了他们的教学实践。但是，SN在教学创新中的作用可能会根据SN的结构和网络中的交互质量而有所不同。有必要重新考虑这样一种假设，即网络老师越多，他们对学生的教育就越好。这项研究旨在探讨教师的支持和阻碍作用 SN通过与韩国14位小学教师（7位主动和7位被动ICT使用教师）进行深度访谈来扩大基于ICT的教学。这项研究发现，一些SN在支持基于ICT的教学和专业发展方面发挥了积极作用，而一些则对使用ICT进行教学施加了一些限制。积极地进行基于ICT的教学的教师可能会对阻塞性SN采取适当的对策。这项研究表明，必须有系统的支持，以帮助教师在学校内外扩展他们的支持性SN，并发展专业能力来克服阻塞性SN的负面影响。这项研究发现，一些SN在支持基于ICT的教学和专业发展方面发挥了积极作用，而一些则对使用ICT进行教学施加了一些限制。积极地进行基于ICT的教学的教师可能会对阻塞性SN采取适当的对策。这项研究表明，必须有系统的支持，以帮助教师在学校内外扩展他们的支持性SN，并发展专业能力来克服阻塞性SN的负面影响。这项研究发现，一些SN在支持基于ICT的教学和专业发展方面发挥了积极作用，而一些则对使用ICT进行教学施加了一些限制。积极地进行基于ICT的教学的教师可能会对阻塞性SN采取适当的对策。这项研究表明，必须有系统的支持，以帮助教师在学校内外扩展他们的支持性SN，并发展专业能力来克服阻塞性SN的负面影响。