A copy of the Literature Review is available here.
Enhancing Technology Use within a Middle School:
The Building of a Teacher Technology Community of Practice
Introduction
The profession of teaching encompasses many important features. Teachers, who often wear many hats, can be seen as role models, sharers of information, researchers, planners, and coaches. As continual, life-long learners, teachers constantly strive to improve their practice by attending professional development or trying new strategies found through research or discussion with others. This study seeks to determine whether the creation of a focused community of practice that pursues collaboration on the topic of technology will assist with the enhancement of the use of technology in teaching and learning in the middle school classroom. Before embarking on this study, the following review of literature has been conducted to provide insight into the current trends and thoughts about professional development in use today as well as the effects of coaching, peers, and social networks on teacher learning.
The Current Landscape of Professional Development
Although a variety of professional development opportunities are available to teachers, it is unfortunate that they often follow a methodology created with a focus on a particular program or content instead of focusing on the experience of learning and its effectiveness (Webster-Wright, 2009). Learning and gaining knowledge is best achieved by interweaving actions and reflections through discussions with peers. James and McCormick explain that networks and links are new aspects of teacher professional development that need to be explored (2009). Professional development courses in which a leader or consultant delivers content to teachers in attendance who must then implement the ideas without having the time to practice, share, discuss and develop their ideas have been shown to hamper creativity and reflection.
New strategies in professional development include practice and discussion of learner centeredness, collaboration, and qualitative inquiry in teacher practice. The learner-centered classroom where teachers are facilitators instead of presenters of knowledge was discussed as part of a “paradigm change” needed in teacher professional development (Reigeluth & An, 2011). The research of Reigeluth and An demonstrated that trainings are over-filled with information without enough time to work with that newly gained information (2011). Effective collaborations between teams, team leaders, and researchers provided a positive support system for encouraging learning and improving teaching (Bruce, Flynn, & Stagg-Peterson, 2011). Opportunities given to interact with peers have been shown to lead to discussion and growth. Networking among teachers at the same school in addition to working with other teachers outside their own school is beneficial to building knowledge and growth of ideas (James & McCormick, 2009). Enhancing collaboration conditions that feel safe for experimentation and honest reflection on and critique of new ideas allows teachers to work through issues when concerns arise (Hoekstra et al., 2009). Regular implementation of co-planning and professional development with an expert has also been shown to improve teaching practice (Polly & Hannafin, 2011). As stated by Clarke (2012),
It is imperative that school leaders find collaborative and democratic professional development programs that empower teachers to experiment, find innovative ways to use technology, and share their best practices as part of ongoing, long-term, and experiential learning opportunities that promote the use of educational technology in the classroom. (p. 65).
Change is needed in the style of and concepts within professional development programs implemented by school leadership. Evidence is mounting as to the success of innovative ideas spurning interest in further research.
The Rise of the Tech Savvy Teacher
Technology adds another level to professional development, combining both learning of new technologies and learning teaching practices and strategies. Teachers more adept at technology are exploring new avenues in teaching such as, integrating Web 2.0 technologies in everyday practices, combining technology within content areas, and developing routines in managing technology rich classrooms. The learner-centered beliefs of some teachers and their understanding of the importance of technology use by students in the classroom are beneficial to advocating for growth in technology professional development (Dunn and Rakes, 2010). Veteran teachers who can implement technology using their combined pedagogical, technological, and content knowledge are more ready for technology integration (Wetzel & Marshall, 2011). This knowledge helps teachers create routines for effective technology management (Prieto, Villagra-Sobrino, Jorrin-Abellan, Martinez-Mones, & Dimitriadis, 2011). Some teachers have become teacher leaders due to their commitment to collaboration on creating technology infused curriculum (Allan, Erickson, Brookhouse, & Johnson, 2010). It is those teachers considered to be more technologically savvy that will pave the way and share their knowledge to help all teachers integrate technologies in their classrooms.
The use of technology in the classroom is a growth field for teachers, administrators, and districts. According to Pan and Franklin, teachers’ use of Web 2.0 tools in the classroom will grow with professional development and administrative support (2011). Dunn and Rakes concluded in their 2010 study that learner-centered beliefs and teacher efficacy on the importance technology use for student learning are trainable concepts that should be included in future professional development. In addition, the creation of frameworks and their dissemination to teachers and administrators could assist in technology integration (Harris, Mishra, & Koehler, 2008). Harris et al. (2008) also remind their readers that teacher professional development should be “flexible and inclusive enough to accommodate the full range of teaching philosophies, styles, and approaches” p. 412. While professional development for teachers is important, it is also critical that school infrastructures be redesigned to allow for student use of all Web 2.0 tools by removing obstacles of web filters, firewalls and other constraints while also considering the need for ”safety protocols and use policies” (Pan & Franklin, 2011, p. 34). Another resource, the full time educational technology teacher, hired to support teachers in integrating technology effectively in their classrooms, has been found to successfully improve technology use at schools by both staff and students (Lowther, Inan, Strahl, & Ross, 2008). Lowther et al. (2008) found that in addition to an influx of technology at a school site, a Technology Coach who works with teachers by
improves computer use as a learning and instructional delivery tool. Coaches or mentors provide individual support and help teachers overcome the obstacles they face in interacting with new technologies and using them in their teaching (Sugar, 2005). The importance of providing an “inviting, empathetic, and patient environment for teachers to learn and adopt new technologies” (Sugar, 2005, p.568) was illustrated by the results of Sugar’s investigation. In total, these studies demonstrate that the hallmarks for today’s successful professional development for teachers will include: frameworks for best practices, a supportive community, collaboration with technologically savvy teachers, and flexibility in acceptance of differing teaching styles and philosophies.
The Influence of Social Media
Online social communities are a popular medium outside of the education setting for sharing ideas, providing opinions, and connecting. It follows, then, that social communities of teachers could be a reliable means to support teachers outside of the official professional development offered by districts (Reigeluth & An, 2011). Online discussions can be a tool for teachers to get information, discuss, and share resources and provide each other with support and encouragement (Chen, Chen, & Tsai, 2009). Collaborative communities need to include a supportive community feel and a safe forum for critical discussion to be effective in changing or supplementing current teaching practices (Prestridge, 2010). Prestridge cautioned that some aspects of online discussions “inhibit critical discussion” including those teachers who “lurk” not participating in discussions and misunderstandings or comments that cause participants to withdraw from discussions. Inclusive conversations fostering creativity, knowledge sharing, and growth is best with full participation of all members of the community. The researcher concluded that it is important to have relationships and discourse in the face-to-face setting with collaborators and an acceptance of critique intertwined in the collegial environment to enhance those online discussions with constructive dialogue (Prestridge, 2010). The use of an online community for collaboration among educators is the next step in successful teacher professional development.
Communities of Practice
A great deal of discussion, literature, and online sources surround the concept of communities of practice. Communities of practice (CoPs) are groups of people who gather together to share and further their knowledge in a particular area (http://wenger-trayner.com/theory/, 2014). In the Step-by-Step Guide for Designing and Cultivating Communities of Practice by Cambridge, Kaplan, & Suter (2005), communities of practice are important because they
Researchers have noted the importance of remembering that CoPs should not require all members to agree on every issue. In fact, disagreement and conflicting or differing viewpoints can be a valuable tool for a community to use in creating new ideas (Wenger et al., 2009). With the important influence a CoP has on learning, the development of CoPs in education would provide many beneficial strategies needed to grow ideas and enhance strategies fundamental to teachers’ learning and improving in their field.
Conclusion
Teacher professional development for the 21st century can be improved by weaving the current research on integrating technology with pedagogical and content knowledge, harnessing the experience of technologically savvy teachers, and pulling people together into communities of practice. Evidence supports the idea that collaboration among teachers in a safe forum, open to critical and constructive dialogue, will foster learning and the creation of new ideas. Those who have expertise in the use of technology in the classroom can provide a wealth of knowledge to those around them. The development of communities of practice which include those tech savvy teachers as well as novice technology integrators could be what professional development needs for a reboot to include Web 2.0 technologies. These new technologies foster communication and promote social communications which are fundamental for collaboration. The following action research will look at the effects of the creation of a community of practice pursuing the improvement of technology use in the classroom.
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