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Fostering a Technology-rich Professional Learning Community: A Design-based Research Cycle
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, , , McGill University, Canada

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes the early process of a teacher professional development project during which a technology-rich professional learning community was developed and refined to support ongoing teacher development. The aim of this project was to improve teachers’ digital literacy and disciplinary understanding in the mathematics classroom, with a focus on student learning in the transition from elementary to secondary schools. The results indicate that this learning community fostered a shared vision of continued development among teachers. Teachers shared their experience of practice and supported each other’s learning to improve student learning. In addition, they explored the effective use of digital tools for student learning in the classroom.

Citation

Nong, L., Breuleux, A. & Heo, G.M. (2015). Fostering a Technology-rich Professional Learning Community: A Design-based Research Cycle. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1236-1244). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

Keywords

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Cited By

  1. Use of video records of classroom practices to support teacher reflection in a professional learning network

    Leah Dayan, Alain Breuleux, Gyeong Mi Heo & Lei Nong, McGill University, Canada

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 980–989

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