However, the research shows that many technology integration plans fall short of the most common barrier or limitation, teacher professional development. With that in mind, an online professional learning community has been created to promote continuous professional development of Primary Years Program (PYP) teachers in technology integration who are members of the Central and Eastern European Schools Association (CEESA).
1
The purpose of this dissertation project
To promote the sharing of best practices in technology integration and collaboration among PYP teachers in the CEESA region, an online PLC is established and proposed. How can an online professional learning community serve as a continuous professional development tool for PYP teachers to effectively integrate technology into the classroom.
Structure of the dissertation project
To answer the above questions, certain areas had to be researched and considered prior to the development of the online professional learning environment. Greater focus was given to teachers' professional development (TPD) and how the online professional learning community can function as a continuous professional development experience for teachers in an informal learning environment.
4
Literature Review
Successful technology integration is achieved when the use of technology is routine and transparent, accessible and readily available for the task at hand. Therefore, one of the most important factors in effective technological integration is the training and professional development of teachers.
Implementation of an effective Technology Integration Plan
- Barriers in Implementation
- Planning for Implementation
It is not always clear which barrier causes the lack of technology use and insufficient technology integration. Recommendations on the methods to eliminate technology integration barriers vary according to the type and intensity of the barrier (Schoepp, K., 2005).
Frameworks for Technology Integration
- TPACK
- SAMR
Pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and the intersection of all. The need for continuous professional development of teachers can play an important role in further and more effective use of the TPACK framework.
27
Introduction
Teachers are expected to grow as professionals and must learn while teaching if students are to receive optimal education (Keller.J, 2002). In contrast, they are the ones expected to instill lifelong learning skills and attitudes in children (Keller.J, 2002).
Limitations and Barriers of TPD in technology integration
In addition, new means of professional development such as online professional development opportunities should be explored. TPD should be a continuous learning process, where traditional approaches to professional development should be abandoned.
Online Professional Development for Teachers
- Adult Education: Teachers as self-directed learners
- Online Education
- Principles for designing effective Online ICT-related TPD
As a design feature of the learning environment, SDL emphasizes the student's freedom to search. Among all andragogic factors, self-directed learning is one of the most prominent and important (Wang, 2011). One of the most popular debates on teacher professional development focuses on the importance of successfully integrating ICT into current curricula (Vrasidas, C., & Glass, G. V., 2007).
One of the advantages of ICT-related professional development is that it can support reflection in ways that help teachers unlearn old ways of thinking.
Communities of Practice
- CoP Definition
- Communities of Practice in TPD
- Design of CoP: Step-By –Step Guide
Members began to find gaps in the community's knowledge and reached beyond the group's goal to find solutions. This natural dissolution or restructuring of the group indicated that the community had outgrown its purpose. Communication: How members will communicate on an ongoing basis to fulfill the primary purpose of the community.
What are the new benefits of the community for members, subgroups, the community as a whole, the community's sponsors and other key stakeholders.
Professional Learning Communities (PLCs)
- Definition of PLC
Therefore, communities of practice for teachers and their role in TPD should be further explored and implemented to support teachers' professional growth and continuous learning. Professional learning communities are local teams of teachers who work to improve student achievement by developing their professional knowledge (Arnell, R., 2014). Over time, communities can become sustainable "communities of practice" where teachers do the learning but are learners themselves.
Researchers and reform advocates consistently cite participation in communities of practice as an integral factor in achieving effective and sustainable professional development systems (Schlager, M. S., & Fusco, J., 2003).
Online Professional Learning Communities in TPD
The concept of community is fundamental to an understanding of how people learn and how professional development can take place online (Vrasidas, C., & .. 2002) social learning theory has emphasized the need for new professional development opportunities and venues as we each create a more socially connected global network. Today, it would be rare to find a professional development project of any scope and duration that does not use at least some generic Internet technologies to promote dialogue and/or information sharing (Schlager, M. S., & Fusco, J., 2003).) . Online professional development communities grounded in a social framework have the potential to transform teacher professional development where teachers learn with colleagues how to promote desired instructional and pedagogical changes, including transformation of pedagogy with the integration of technology.
Flat connections include professional development resources that can be found online and use Web 2.0 tools to support connection, communication,.
86
The purpose of the online PLC
The PYP Curriculum
- The role of ICT in the PYP
In June 2011, the IBO issued an article referring to the role of ICT in the PYP curriculum. As in many other studies, the IBO also emphasizes that the focus of ICT is not on the technology, but considers its aim to be to improve learning throughout the interdisciplinary program of study, across the subject areas, the IB teacher profile and the essential elements of the PYP. In the PYP, students are expected to become digital learners to participate in a digitally connected world.
In addition, the IBO reports the importance of teacher reflection and collaboration among PYP teachers: “Teachers should engage in reflection on their practice, both individually and collaboratively with colleagues, with a view to sharing ideas and strengths, and with the main goal. of improving their teaching to improve student learning.
Design Structure of the Online PLC
- Phases of Design: The Intended Outcome of the PLC
- Phase 1: Inquire
- Phase 2: Design
- Phase 3: Prototype
For the design and development of online PLC for PYP teachers in technology integration. Key community stakeholders are PYP teachers and technology integrators/school leaders. Knowledge sharing: For all members of the community, an account will be provided to log into the LMS.
The success and progress of the community will be measured by the engagement and participation of the members.
103
Social Structure of the PLC on Moodle
- Additional Roles and Badges in Moodle
Let's Collaborate” Roles: In this category, the PYP teachers are assigned the “Student” role predefined in Moodle. Technology Integrators are assigned the “Tech Integrator of PYP” role, which gives them editing rights to create their work sections. General Technology Integration Courses” Roles: In this category, both PYP teachers and technology integrators are assigned a student role.
These roles are assigned to members who have been identified through the PLC experience as the most active.
Courses and Course Categories
The specific criteria that determine the ways in which a member can advance to another role and earn a badge were defined during the initial stage of the creation of the PLC. Course categories and the courses within them define the framework of the PLC structure on Moodle. Grade Levels: This category consists of courses that are created around the grade levels of the PYP curriculum.
The purpose of this category is to promote cooperation between community members, through co-planning, depending on the role of each individual.
Grade Levels Category
- Structure of each course
Each course is structured into six themes which represent the six interdisciplinary themes of the PYP curriculum, as shown in Figure 9. In these courses all community members (teachers and technology integrators) can self-register. Unit of Inquiry: This is the section where the teacher gives the title, central idea, lines of inquiry and participants of the unit.
Student Work: This is the section where the teacher provides examples of student work as part of the shared unit.
General Technology Integration Category
- Structure of each course
- All about Chromebooks Course
- Web Tools Course
- All about iPads Course
This course is designed to provide members with information about using Chromebooks in education. This course aims to provide community members with the appropriate resources related to online tools, regardless of the operating system used and hardware in classrooms across schools. This course is designed to provide community members with information about iPad issues.
Forums: This activity is used for members to comment and discuss topics included in this course.
Let’s Collaborate Category
- Teacher Collaboration Course
- Technology Leaders/Integrators Collaboration Course
Wiki: This activity is used by group teachers to create a collaborative unit plan. Chat: This activity is used to support synchronous communication between group members. BigBlueButton: This activity is used by group members for an online conference to discuss matters related to the design of a collaborative unit plan.
Task: This activity is created for the group members to submit the unit plan created on the wiki activity.
Additional Moodle features utilized for the courses
To promote cooperation technology integrators in creating a common technology integration philosophy and matrix.
The learning outcomes of the PLC experience in regards to TPD
Value congruence – the degree to which teachers' own values and attitudes fit in with those that the CPD tries to promote. Affective outcomes – how teachers feel emotionally after the CPD can be negative (eg demoralized) or positive (eg confident). Impact on practice – The ultimate aim of CPD: what effect does it have on the pupils.
The main objective of the pilot project is to collaborate, communicate and become a community to share best practices in the integration of technology in the PYP curriculum.
129
Since online learning offers capabilities that extend beyond time and space, allowing mature learners, such as teachers, to adapt their learning to their schedules, an online community of practice for teachers has been proposed. Community of Practice Design Guide: A Step-by-Step Guide to Designing and Cultivating Communities of Practice in Higher Education. Retrieved from ICT in Education, UNESCO Bangkok: http://www.unescobkk.org/education/ict/online- resources/databases/ict-in-education-database/item/article/cultivating-a- community-of-practice -for-teacher-professional-development/.
Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse?
You might be offered a training or workshop and when you try in the classroom it doesn't work because of technical issues. There is limited time to collaborate with other teachers as people wear multiple hats and have many responsibilities. I wouldn't call myself a power user but yes I do as in my school we used Moodle before we implemented ManageBac.