Integration through PLCs and COPs

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How Do You Get Everyone On Board?

@joe_edtech

I recently saw a very good question asked during an Ed Tech Twitter Chat. The moderator asked, "What examples of PD/support have led to the most positive instructional changes surrounding digital resources?"

This is an often overlooked or underrated question when we consider the history of integrating technology into the classroom (see previous posts, I won't belabor the point). But if every previous attempt at transforming the classroom was ultimately doomed to fail because of teacher resistance, then the real question is, how do we create PD that is teacher driven and fosters innovation?

I think most of us in education intuitively know that we have to provide a two pronged support plan. In the first prong, we have to provide formal training that teaches the basics of technology tools and methods of integrating and teaching with technology. The second VERY BIG prong is ongoing PD that is embedded and focused in building or district PLCs, and which encourages teachers to work together and form connections through informal Communities of Practice that are formally supported by district and building administration.

Not surprisingly, the research backs this up. Let me discuss the results from just one study published in the Journal of Educational Computing Research, entitled "Technology Integration Through Professional Learning Community" (Full APA citation below). In it, the authors operate from a very basic premise, "Sustained and socially driven involvement in professional development programs is a factor contributing to teacher content knowledge and teacher satisfaction" (p 60).

In fact, their study shows what a factor it can be. The study examined a program that embedded sustained PD in PLCs and Communities of Practice. When the study began, a majority of teachers achieved only very basic levels of technology integration (think "Substitution" on the SAMR model). By the conclusion of the two year cycle, a majority of teachers found themselves at the upper ranges of the Stages of Adoption scale labeled "creative application to new contexts" (p 70). And, important to note, only one teacher dropped out of the PLC voluntarily.

I've seen similar results in teacher teams I've had the privilege to work with (without the benefit of detailed statistical analysis - thank God). I firmly believe we get the best results when we provide teachers with an appropriate level of formal training, support them as they work in their teaching teams to change practice, and encourage them to collaborate and experiment with other teachers who have some of the same teaching goals. 

But, I couldn't find a way to fit that into the 140 character limit on Twitter, so I had to say it to you. Aren't you lucky. :)

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Cifuentes, L., Maxwell, G., & Bulu, S. (2011). Technology Integration through Professional Learning Community. Journal Of Educational Computing Research, 44(1), 59-82.