A Case Study of a Professional Learning Community in a Highly Diverse Blended School
Mark Stevens, George Mason University, United States ; Mary Rice, University of Kansas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This paper reports on a study of a Professional Learning Community (PLC) consisting of four general education teachers, one special education teacher, and one English as a second language (ESL) teacher in a middle school with a highly diverse student body. This school had undertaken a blended initiative where students did mostly project based learning (PBL) using school-issued laptops. The goal of this case study was to examine how members of this particular PLC shared and exchanged roles as subject matter experts, technology experts, and special population experts during the study period. The findings from this study suggest ways that schools undertaking blended learning initiatives in schools with high levels of diversity can simultaneously attend to meeting student needs, teaching with technology, and learning to collaborate.
Stevens, M. & Rice, M. (2016). A Case Study of a Professional Learning Community in a Highly Diverse Blended School. In Proceedings of E-Learn: World Conference on E-Learning (pp. 485-495). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)