Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms

2021 ◽  
pp. 637-657
Author(s):  
Kean Wah Lee ◽  
Cynthia C. James
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
21St Century ◽  
Immigrant Teachers ◽  
Technology In Teaching ◽  
Language Classrooms ◽  
Professional Development Model ◽  
Develop Technology ◽  
Teacher Professional ◽  
Set Up

A 21st century teacher must communicate in the language and style of their students to ensure that their learning is meaningful. However, this is challenging, especially for teachers who are less familiar with using technology in teaching. To inspire a group of ESL ‘digital immigrant' teachers, a professional learning community (PLC) was set up. PLC consisted of both pre-service teachers (digital natives) and in-service teachers (digital immigrants). The two groups exchanged knowledge through a series of sharing sessions to demonstrate the technical aspects of technology, as well as to provide an understanding that technology has affordances and constraints. This case study investigates a group of in-service teachers who adopted the IDDIRR instructional design model (introduce, demonstrate, develop, implement, reflect, revise) to develop technology-based lessons for their ESL classrooms. The data for this study were collected through three main instruments: surveys, interviews and written reflections. The survey data was descriptively analysed using SPSS Version 24, while the reflection and interview data were assessed using thematic analysis. The findings suggest that the IDDIRR-TPACK + PLC model, along with a supportive PLC environment and the presence of more knowledgeable peers (MKO), helped enhance teachers' TPACK and inspired them to integrate more technology in their classrooms.

Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms

2018 ◽  
Vol 8 (4) ◽  
pp. 13-31 ◽  
Author(s):  
Kean Wah Lee ◽  
Cynthia C. James
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
21St Century ◽  
Immigrant Teachers ◽  
Technology In Teaching ◽  
Language Classrooms ◽  
Professional Development Model ◽  
Develop Technology ◽  
Teacher Professional ◽  
Set Up

A 21st century teacher must communicate in the language and style of their students to ensure that their learning is meaningful. However, this is challenging, especially for teachers who are less familiar with using technology in teaching. To inspire a group of ESL ‘digital immigrant' teachers, a professional learning community (PLC) was set up. PLC consisted of both pre-service teachers (digital natives) and in-service teachers (digital immigrants). The two groups exchanged knowledge through a series of sharing sessions to demonstrate the technical aspects of technology, as well as to provide an understanding that technology has affordances and constraints. This case study investigates a group of in-service teachers who adopted the IDDIRR instructional design model (introduce, demonstrate, develop, implement, reflect, revise) to develop technology-based lessons for their ESL classrooms. The data for this study were collected through three main instruments: surveys, interviews and written reflections. The survey data was descriptively analysed using SPSS Version 24, while the reflection and interview data were assessed using thematic analysis. The findings suggest that the IDDIRR-TPACK + PLC model, along with a supportive PLC environment and the presence of more knowledgeable peers (MKO), helped enhance teachers' TPACK and inspired them to integrate more technology in their classrooms.

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

Meeting the Professional Development Needs of Special Educators in 21st Century Classrooms

2016 ◽  
pp. 52-68
Author(s):  
Elizabeth Hardman
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
21St Century ◽  
Special Educators ◽  
Teacher Educator ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Community Work ◽  
Culture Of Learning ◽  
Basic Infrastructure

This chapter describes the challenges personnel preparation programs meet when preparing pre-service special educators for service in today's technology rich classrooms. The author used action research methodology to explore the feasibility of developing a virtual Professional Learning Community (PLC) for the purpose of building a collaborative culture of learning in special education and providing pre-service and novice special educators access to networks of support. A wiki and Ning provided the basic infrastructure for the virtual PLC and the data collected from the websites were analyzed using the eight essential characteristics of PLC development. The results showed that the PLC membership participated in community work primarily as observers only, relying almost entirely on the teacher educator to direct and manage all facets of community work. The implications of the research are discussed with respect to how personnel preparation programs prepare teachers for service in in 21st Century classrooms.

Chain Reaction

2019 ◽  
pp. 47-69
Author(s):  
John O'Reilly ◽  
Liam Guilfoyle ◽  
Louise Lehane
Keyword(s):  
Learning Community ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
School System ◽  
Professional Collaboration ◽  
Chain Reaction ◽  
Irish Context ◽  
Teacher Professional ◽  
Student Reflections

This chapter presents a case study of the experience of the Irish Chain Reaction (CR) team, which took place during a time of significant curriculum change in the lower secondary school system. As such, it is hoped that those interested in teacher professional development will find the case of interest while acknowledging the varied cultural, material and structural resources, and limitations that influence the context of any educational change process. The authors have placed a significant focus on describing the Irish context to begin this chapter, initially comparing the old science syllabus with the new “specification,” with thought given to the existing modalities of student learning and the nature of teacher professional collaboration and the developments that will be required by the new curriculum. The authors then summarize the plan for CR implementation through a professional learning community (PLC) focused on supporting teacher agency and autonomy in the design of inquiry-based science education (IBSE) classes. Teacher and student reflections of experience are presented.

scholarly journals Aviation lecturers in the new normal world of learning

2021 ◽  
Vol 244 ◽  
pp. 11021
Author(s):  
Arunya Pisitkasem
Keyword(s):  
Critical Thinking ◽  
Learning Community ◽  
Professional Learning ◽  
21St Century ◽  
Face Mask ◽  
Skill Learning ◽  
Literacy Skill ◽  
Ict Literacy ◽  
Leadership Skill ◽  
New Normal

An aviation lecturer in the new normal world of learning have to understand the changes surrounding aneducational circumstance in the aspects of economy, society, politics, administration, environment, and technology, together with the pandemic of COVID-19 which causes a new normal way of living. The concept of new normal way of living are wearing face mask and carrying alcohol gel, enforcing social distancing measures, using technologies and digital system, decreasing social meeting or meeting in a small group instead, avoidingunnecessary touch, and giving precedence to health and hygiene. The aviation lecturers in the new normal world of learning need to understand the learning concept in the 21st century which focus on making learners achieve 21st century skills, i.e., critical thinking&problem-solving skill, creativity & innovation skill, cross cultural understanding skill, collaboration/teamwork & leadership skill, communications/information & media literacy skill, computing & ICT literacy skill, and career & learning skill. Roles and duties of aviation lecturers have to be modified in many roles as a citizenship of the 21st century, a good member of a group, a co-leaner/co-investigator/guide or facilitator, an educational developer, a technology man, a creator of Professional Learning Community (PLC) and a professional aviation personnel. Necessary skills of aviation lecturer in the new normal world of learning include 21stcentury skills, professional lecturer skill, learning design skill, multi teaching skill, critical thinking skill, technology skill, teamwork skill, communication skill, service skill/service mind, multicultural skill and aviation professional skill.

Sustaining a Teacher Professional Learning Community in China Through Technology

2021 ◽  
pp. 800-819
Author(s):  
Jayne Fleener ◽  
Lianfang Lu ◽  
Jian Dun ◽  
Yang Mingquan
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching Practices ◽  
Master Teachers ◽  
Student Autonomy ◽  
Teacher Professional ◽  
Improve Instruction ◽  
Emergent Behaviors ◽  
Beijing China

This study explores the evolution of a professional learning community (PLC) of Chinese teachers over a multi-year period. A group of 16 teachers participated in a three-semester PLC over the 2008-2009 school years to develop master mathematics teachers in a school district in Beijing, China. The goal of the PLC, as identified by the teachers, was to improve instruction for greater student autonomy, creativity, and problem solving as they developed their master capacity building skills and networked relationships. This paper explores what has happened to these 16 teachers six years later, specifically considering how they may have used technology to further their development as master teachers. This study shows the potential of a PLC for self-adaptive, emergent behaviors and understandings that are instructional for transforming teaching practices, sustaining changes in teaching practices and preparing students for 21st century engagements.

Sign in / Sign up

Export Citation Format

Share Document