Technology-Focused Professional Learning Communities: How Do They Affect Teachers?

• In Event: Moscone Center North Roundtable Session 2
  In Roundtable Session: Utilizing Technology in Teacher Professional Development

Abstract

The focus of this review was to analyze the effect of technology-focused professional learning communities (tPLCs) on various teacher outcomes. After narrowing the available research using four different parameters from 62 down to 6 studies, the results revealed were promising, although they were not consistent across all studies under review. Teachers’ involvement in tPLC contribute to improved practice regarding technology integration, and positive shifts in beliefs and attitudes, towards technology, which echoed the results of previous PLC reviews. The results also provided some support that tPLC enable teachers to establish a communal culture. However, limited information presented in the reviewed articles may cast doubt on the rigor of the research and validity of the findings.

Authors

• Nihan Agacli-Dogan, Georgia Southern University

• Selcuk Dogan, Georgia Southern University

• Tugba Dogan, Koc University