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Overview and Objectives
Overview and Objectives
Reminder: The goal of the group project is to use a Problem-Based Learning (PBL) approach to investigate topics and issues in digital tools and innovative pedagogy. Our inquiry will explore technology integration through collaborative leadership and faculty engagement. In this project, we will seek to define the problem, examine pedagogy, and recommend digital tools to support innovation and technology in schools.
Explore background research on our identified gap/challenge.
Review an overview of the innovative pedagogical approach(s).
Discuss how the pedagogical approach(s) can be used to address our issue.
Complete an interactive breakout room brainstorming activity.
The Gap: Lack of Faculty Engagement and Technological Support
The Gap: Lack of Faculty Engagement and Technological Support
Perceived educational support is related to effective teacher outcomes (Ma & Liu, 2005).
Teachers who felt closer to their colleagues showed higher levels of work engagement (Li, Xu, & Huang, 2025).
Unfortunately, many teachers in Canada feel isolated at work, which is correlated to high occupational stress (Dussault et al., 1999).
Preferred Method of Learning and Connection
Preferred Method of Learning and Connection
Peer-to-Peer
Peer-to-Peer
Community of practices have been shown to provide staff with meaningful interactions with one another, enhanced work skills, and abilities to build information pathways (Auer et al., 2020).
Knowledgeable peers and community of practice participation strengthen educators' confidence in technology-related skills (Power & Kay, 2023).
Community of practices are shown to be more important than formalized training (Power, 2015).
A community of practices can facilitate knowledge sharing; however, some challenges include the need for supportive organizational structures and clear goals to succeed (Li et al., 2011).
Peer-to-Peer Learning
Peer-to-Peer Learning
Several pedagogies support peer-to-peer learning through a community of practice. We will highlight the following three perspectives:
1) Community of Practice Theory
1) Community of Practice Theory
Etienne Wenger and Jean Lave developed the Community of Practice (CoP) theory.
The theory refers to groups with common interests or professions regularly interacting to learn about the shared interest.
Three core elements characterize CoPs :
Domain: A shared area of interest or expertise. Membership implies a commitment to the domain.
Community: Members in the COP engage in joint activities and discussions. They form relationships to help one another and share information.
Practice: A shared repertoire of resources, experiences, tools, and ways of addressing recurring problems.
(Wenger-Trayner & Wenger-Trayner, n.d.)
Some benefits to a community of practice:
limited time constraints - able to formulate thoughts and resources
collaborative sharing of knowledge from different perspectives
having a leader or facilitator to foster involvement
shared goals, real-world applications
(Evans et al., 2014)
2) Social Constructivism
2) Social Constructivism
Lev Vygotsky's Zone of Promiximal Development:
The zone of proximal development focuses on three main areas:
What a learner can do on their own
What they can do with support
What they cannot do
The hope is that with a community of practice to help support and guide the individual, they can embrace #2 and start to reach their potential.
A study involving a community of practice showed that participants could construct knowledge, and their shared goals contributed to the common ground established in developing collective knowledge. (Evans et al., 2014)
(Dcoetzee, 2012)
3) Connectivism
3) Connectivism
Relatively new (2005 George Siemens and Stephen Downes)
Accepts technology is a large part of learning
We learn when we make connections, or “links,” between various "nodes" of information, and we continue to make and maintain connections to form knowledge.
One of the key concepts includes creating connected, collaborative learning environments
Pros: Promotes collaboration and discussions, empowers students/teachers, embraces diversity
Cons: In the process of being fully defined, vague, more pedagogy than learning theory
It’s up to the learner to create their own learning experience, engage in decision making, and enhance their learning networks.
(Western Governors University, 2021)
Technology Acceptance Model (TAM)
Technology Acceptance Model (TAM)
What is the TAM model?
What is the TAM model?
System usage is tied to perceived usefulness and perceived ease of use
Both lead to attitudes towards use, which is related to behavioural intention to use
(Ma & Liu, 2005)
Watch the Video for an explanation of the TAM model
The tools we select should connect professionals in a meaningful way
The tools we select should connect professionals in a meaningful way
If teacher isolation leads to increased occupational stress, and teachers who feel close to colleagues show higher levels of work engagement, THEN the tools we select should connect professionals in a meaningful and collaborative way.
How can we make meaningful connections?
Peer-to-Peer Learning and Social Media Platforms
Peer-to-Peer Learning and Social Media Platforms
Affordances of Social Media for Teachers' Professional Learning
Affordances of Social Media for Teachers' Professional Learning
The functionality of Social Media offers a unique opportunity for teachers to learn and connect with experts and peers on different social media platforms
Connectivity and Networking
Knowledge Sharing and Collaboration
Building an online professional identity
Reflective practice
(Rowell, 2019)
Next step: Which social media platforms or functions of social media would best serve teachers for collaboration and tech integration?
Community of Practice(s) to Fill the Gap
Community of Practice(s) to Fill the Gap
We propose using online community of practice (COP) software to help fill the gap of employee engagement and technological learning support.
Our next steps are to review COP software for user experience and ease of use.
Breakout Room Activity
Breakout Room Activity
Join the assigned breakout room.
Open slide deck (link located in chat).
Navigate to slides associated with your breakout room number (2 slides each).
As a group, discuss and write down your answers.
Any peer to peer learning is great, does not have to be COP specific or employment specific
References
References
Auer, A. M., Hanson, P., Brady-Fryer, B., Alati-it, J., & Johnson, A. L. (2020). Communities of practice in Alberta Health Services: Advancing a learning organisation. Health Research Policy and Systems, 18(1), 86. https://doi.org/10.1186/s12961-020-00603-y
Cheung, A. [@iamadriancheung]. (2021, March 14). Technology acceptance model (TAM) [Video]. YouTube. https://www.youtube.com/watch?v=qKiat2Di4HA&t=99s
Dcoetzee. (2012, August 27). Proximal development [SVG image]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Zone_of_proximal_development.svg
Dussault, M., Deaudelin, C., Royer, N., & Loiselle, J. (1999). Professional isolation and occupational stress in teachers. Psychological Reports, 84(3 Pt 1), 943–946. https://doi.org/10.2466/pr0.1999.84.3.943
Evans, C., Yeung, E., Markoulakis, R., & Guilcher, S. (2014). An online community of practice to support evidence-based physiotherapy practice in manual therapy. Journal of Continuing Education in the Health Professions, 34(4), 215–223. https://doi.org/10.1002/chp.21253
Li, L. C., Grimshaw, J. M., Nielsen, C., Judd, M., Coyte, P. C., & Graham, I. D. (2011). Use of communities of practice in business and health care sectors: A systematic review. Implementation Science, 4, 27. https://doi.org/10.1186/1748-5908-4-27
Li, X., Xu, Y., & Huang, D. (2025). Exploring the interplay between social connectedness, job control, and organizational commitment: The mediating role of work engagement among Chinese teachers. BMC Psychology, 13(1), 31. https://doi.org/10.1186/s40359-025-02355-2
Ma, Q., & Liu, L. (2005). The technology acceptance model. In D. G. Schwartz (Ed.), Encyclopedia of information science and technology, 294–301. IGI Global. https://doi.org/10.4018/9781591404743.ch006
Power, R. (2015). A framework for promoting teacher self-efficacy with mobile reusable learning objects(Doctoral dissertation, Athabasca University).
Power, R. (2018, June 14). Increasing technology integration in teaching and the curriculum. Power Learning Solutions. https://www.powerlearningsolutions.com/blog/increasing-technology-integration-in-teaching-and-the-curriculum
Power, R., & Kay, R. (2023). Higher education faculty supports for the transition to online teaching during the COVID-19 pandemic. Journal of Educational Informatics, 4(1). https://doi.org/10.51357/jei.v4i1.191
Rowell, C. (2019). Social media in higher education: Case studies, reflections and analysis. Open Book Publishers. https://doi.org/10.11647/OBP.0162
Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice. Retrieved May 24, 2025, from https://www.wenger-trayner.com/introduction-to-communities-of-practice/
Western Governors University. (2021, May 27). Connectivism learning theory. https://www.wgu.edu/blog/connectivism-learning-theory2105.html
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