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Fostering a Technology-rich Professional Learning Community:
A Design-based Research Cycle
Lei Nong, M.A.Alain Breuleux, Ph.D.Gyeong Mi Heo, Ph.D.
Department of Educational and Counseling Psychology McGill University, QC, Canada
March 5th, 2015, SITE 2015, Las Vegas, NV, USA
Creating, Collaborating and Computing in Math (CCC-M) Project
A partnership research project between University and school board
A professional learning community (PLC) of teachers
Integration of technology into teaching and learning in mathematics
Design-based research approach
Introduction
The purpose of this study is to document the unfolding processes of the CCC-M project from the proposal stage to early stages of implementation through a design-based research cycle during which the technology-rich professional learning community (PLC) was designed, implemented, and refined.
Conceptual Framework
Professional Learning Community (PLC) to support professional development (Bolam et al., 2005; Stoll & Louis, 2007).
Technological Pedagogical, and Content Knowledge (TPACK) (Mishra & Koehler, 2006) and Learning Technology by Design.
Design-Based Research approach to sustain the effectiveness of PLCs (Barab & Squire, 2004).
The Cyclical System of Design-based Research
(adapted from Plomp, 2013).
Research Method The method of Descriptive Case Study (Yin, 2009)
was employed in this study to present how the PLC design and implementation process unfolded in the early stages of the CCC-M project.
Leadership Team: University-based researchers and three consultants and one senior administrator from the school board.
Participants: Thirteen math teachers from elementary (7 teachers) and secondary (6 teachers) schools.
Research Method: Data Collection
a) Documents: The proposal, agendas and minutes of Leadership Team meetings and PD F2F meetings, and a periodic report
b) Artifacts: Videos, worksheets, lesson plans created by teachers
c) Field notes: PD F2F meetings and Leadership Team meetings
d) Transcript: One Leadership Team meeting for debriefing
e) Log files: Teachers’ online postings
Research Method: Data Analysis
A theory-driven qualitative analysis (thematic analysis) was applied to analyze the wide variety of data.
The data collected were analyzed according to the Design-based Research cycle, that is Design-Implementation-Revision phases.
Results: Design Phase (1/2)
Concerns from the school boardEffective technology use in the mathematics classroomStudents’ learning gap in mathematics between elementary and secondary schools
Results: Design Phase (2/2)
Overall Goal: Fostering a culture of PLC that set the foundation for future PD activities.
Objectives in Year 1 (2013-2014):
a) Developing a collective understanding of the situation
b) Sharing, inquiry, and reflection
c) Developing the use of digital tools for teachers and students
Results: Implementation Phase (1/3)
Face-to-Face (F2F) meetingsSetting up the goals and rules of the PLCIntroducing new ideasFrom general pedagogical topic to content specific discussionExploring and learning the use of technology within authentic contextsScaffolding sharing, inquiry, and reflectionDeveloping a collegial relationship among teachers
Results: Implementation Phase (2/3)
An example of a F2F meeting
Results: Implementation Phase (3/3)
Online learning communityCreating asynchronous learning opportunities for teachers between the F2F meetingsPosting (at least) a message every weekThe contents of posts include reviewing the experience in the classroom, sharing learning and teaching materials and resources, and responding to others’ posts, etc.
Results: Revision Phase (1/3)
Evaluation of Teacher Learning (1/2)Teachers’ discussion moved from sharing of general teaching strategies to conversations on students’ content-specific problemsTeachers gradually developed a collective understanding of the situation.They were able to take an active stance to embrace new ideas from their colleagues and to share their own learning practice and resources with others.
Results: Revision Phase (2/3)
Evaluation of Teacher Learning (2/2)They were able to discuss and reflect on the strategies of technology use thoughtfully according to individual needs and student learning.A deepening of the online professional learning dialogues is anticipated. There were important differences across teachers’ participation of online learning community
Results: Revision Phase (3/3)
Changes in the Next CycleStrengthen a collective understanding of the situationContinue the professional learning network in teaching and learning mathematics and digital toolsEncourage in-depth dialogue of reflective inquiry (especially online discussion)Expand the Leadership Team by identifying six lead teachers in three areas: Video-based lesson study, Reflective practice, and Inquiry
Conclusion and Implication (1/2)
The PLC offers elementary and secondary teachers a collective learning opportunity to explore their shared challenges and issues.
The PLC also provides a supportive affordance to improve teachers’ effective use of technology in the classroom.
More teachers have actively engaged in reflective inquiry practice (e.g., video capture of classroom lessons).
Conclusion and Implication (2/2)
A successful partnership between the University and the school board has been established through a close collaboration between researchers and practitioners in the design and implementation of the CCC-M project.
This study offers an example of designing and implementing a PLC that could be applied into different contexts, not just for math but for any areas of professional development at the school board level.
For more information, please contact byEmail addresses:[email protected]@[email protected]
CCC-M Website:http://ccc-m.wikispaces.com/home
* This project was funded by the Social Sciences and Humanities Research Council (SSHRC) and Quebec Ministère de l'éducation, du Loisir et du Sport (MELS).
