Professional Learning Community: Technology Integration at a Title I Elementary School

• In Event: Teacher Inquiry and Collaboration to Support Pedagogical Innovations

Abstract

Professional Learning Communities hold potential to leverage teacher beliefs and practices. This study analyzes interactions among a group of teacher leaders participating in a technology PLC. Analysis of the group’s discourse highlights important elements of teacher talk and shared frames of reference that contribute to aligning a group’s goals and practices when innovating with technology. Site-based collaboration in support of technology integration holds potential to address the digital use divide, characterized by differences between students’ productive uses of technology to create and communicate compared with passive uses for entertainment or skills practice. Important elements informing teacher discourse in this tech PLC points to interactions between school organizational structures and teachers’ capacity for addressing this modern equity issue.

Author

• Pamela Cheng, Sunnyvale School District