Content-Focused Technology Inquiry Groups: Cases of Teacher Learning and Technology Integration

Abstract

Guided by a situated learning framework, this research examines the nature of teachers' technology learning when participating in a content-focused technology inquiry group, the ways teachers integrate what they learn into content-specific student learning activities, and how situated features of the learning context influence teacher learning. Longitudinal case studies of participating middle-school teachers reveal individual learning and technology integration accomplishments that were also inextricably linked to the group. The distributed nature of technology learning and integration evidenced in the cases raised the issue of whether teachers need to learn to operate the technology in order to integrate technology for student learning and the issue of sustainability when there is high reliance on participants outside the school organization during learning. The peer-supported learning also raised the wider societal issue about the role of teachers and highlighted the modest existence of professional learning communities in educational institutions. We recommend establishing technology inquiry groups within K-12 school settings and in teacher education courses.

Examining teachers' experiences in a professional learning community focused on integrating technology into literacy instruction

“…Research suggests that, through dialogue, teachers are able to make sense of their school environment and educational reforms as well as reflect on their experiences (Curwood, 2014;Hughes et al, 2005). Therefore, providing professional development and a space for professional dialogue around practice through a PLC format may support teachers as they learn how to integrate technology into literacy instruction (Curwood, 2011(Curwood, , 2014.…”

“…Little research has been conducted to examine what actually happens during a PLC focused on technology integration (Van Lare & Brazer, 2013). A few studies have examined groups of teachers in which technology integration was included within a collaborative community (Cifuentes et al, 2011;Curwood, 2011Curwood, , 2014Hughes et al, 2005). Those studies are examined next.…”

“…In a study focused on content-focused inquiry groups, Hughes et al (2005) In a study by Cifuentes et al (2011), the researchers examined the effectiveness of the STAR learning community in three school districts. The STAR learning community was a learning community developed by the researchers to support technology integration in classroom instruction and consisted of three school districts and a university.…”

“…Studies by Curwood (2011Curwood ( , 2014 and Hughes et al (2005) provide qualitative data about professional development that incorporated a PLC type of framework. This PLC framework provided teachers a space in which to engage in dialogue around content, technology, and student learning outcomes.…”

“…One way of approaching technology integration professional development is through learning communities (Cifuentes, Maxwell, & Bulu, 2011;Curwood, 2011Curwood, , 2014Hughes, Kerr, & Ooms, 2005). Generally, it is agreed that professional learning communities (PLCs) exist to promote and sustain professionals in schools with the goal of enhancing student learning (Bolam et al, 2005).…”