Design Tensions and Opportunities for Building a Sustainable Professional Learning Network

• In Event: Teacher Isolation in the Post-Digital Era: Challenges and Opportunities for Developing Teacher Networks Today

Abstract

Overview
This design case study investigates the development of a K-8 teacher professional learning network centered on culturally grounded computer science (CS) and STEM education in the Southeastern Appalachian region. The network aimed to connect under-resourced and rural teachers and educators around culturally grounded computing practices, provide collaborative support, and address long-standing challenges concerning access, relevance, and sustainability in CS education (Gallup & Google, 2020). Our goal is to establish a teacher-centered learning network that reflects the cultural and geographical characteristics of the Appalachian communities.

Perspectives
We view teacher networks as relational learning ecosystems (Trust, 2012) that support not only knowledge sharing but also affective, social, and identity development (Authors, 2016). We also draw on culturally responsive computing (Scott et al., 2015) to conceptualize the network as a space for reimagining CS and computing education through the lens of local cultures and values (Authors, 2025).

Methods & Data Sources
This exploratory qualitative study is embedded within a design-based research (DBR) approach. In June of 2025, the research team collaborated with two local educators to develop and co-facilitate two professional development workshops, under the umbrella of the emerging network and a regional STEM Hub. Teachers participated in collaborative design activities and completed post-event reflection surveys.
Data sources include survey responses from 30 K-5 educators across four school districts, incorporating both open- and closed-ended inquiries concerning motivations, perceived resource needs, inclination towards network engagement, and perceptions of collaboration. Researcher memos and informal observations were also analyzed to identify emergent themes, design tensions, and opportunities for network growth.

Results
While many teachers expressed strong interest in CS/STEM integration and collaboration, only a subset indicated readiness to join the ongoing network. The barriers encountered included uncertainty regarding the network's purpose and structure, perceived misalignment with teaching roles (particularly among non-STEM teachers), and time constraints. It was observed that some participants viewed the PD workshop as a stand-alone activity rather than an entry point to networking, highlighting the absence of clear follow-up pathways. Furthermore, the absence of distributed leadership and the lack of ongoing infrastructure, including but not limited to communication tools and regular meeting schedules, contributed to the limitation of continued engagement.
These findings surface key design tensions: the challenge of facilitating participation in an emergent network, the necessity of promoting inclusivity across grade levels and disciplines, and the dilemma of balancing teacher autonomy with network sustainability.

Scholarly Significance
This study contributes to the broader conversation of factors that hinder the development and sustainability of teacher networks despite shared professional interests in an in-person context. We argue that building networks, particularly in rural and underrepresented regions, needs to be co-designed with teachers, culturally grounded, and scaffolded with flexible, relational structures. We argue that building networks, particularly in rural and underrepresented regions, must be co-designed with teachers, culturally grounded, and scaffolded with flexible, relational structures.

Authors

• Chulin Chen, University of Tennessee

• Joshua Rosenberg, University of Tennessee

• Amy Maples, University of Tennessee

• Lynn L. Hodge, University of Tennessee