Week 5 - Discussion 2 No Unread Replies ✓ Solved

Week 5 - Discussion 2 No unread replies.No replies.

Professional Learning Communities One component of the 21st Century Professional Development framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications.

When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in education. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004).

In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional Development framework with an emphasis on technology.

Initial Post: Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.

Work with your mock PLC group to come up with a supported argument based on personal experiences and scholarly literature in which you: Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other 21st-century skills. Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice - and help them identify what activities they can replace or de-emphasize.

Guided Response: Respond to at least two peers. In your responses, ask a question about the 21st Century Professional Development framework with regard to professional learning communities and offer an additional resource for consideration that supports an alternative viewpoint.

Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

Paper For Above Instructions

In the framework of 21st Century Professional Development, Professional Learning Communities (PLCs) stand out as crucial elements that enable educators to share knowledge, enhance teaching practices, and foster student learning. As technology becomes increasingly integrated into our learning environments, the need for blended professional learning communities that leverage digital platforms becomes more evident. This paper will discuss the incorporation of technology in developing a blended PLC across districts within our state and how it can fundamentally enhance problem-solving and critical thinking skills among educators and, by extension, their students.

To begin with, it is essential to understand how a blended PLC can be structured using technology. Tools such as virtual meeting platforms (e.g., Zoom, Microsoft Teams), collaborative documents (e.g., Google Docs, Padlet), and learning management systems (e.g., Canvas, Moodle) can facilitate real-time communication and collaboration among educators across various districts. For instance, a Google Classroom setup can be designed to host resources, share experiences, and track collaborative projects. This platform not only allows for sharing of instructional practices but also encourages feedback among peers, making it a rich environment for professional growth.

Furthermore, by utilizing technology, educators can create a more inclusive learning space where diverse voices contribute to discussions. This is integral for promoting a culture of collaboration. Studies show that when educators collaborate and share pedagogical strategies, they are more likely to implement innovative teaching practices and integrate 21st-century skills more effectively within their classrooms (Darling-Hammond et al., 2017). Therefore, the blended PLC model stands to benefit all participants significantly, especially when platforms that promote online engagement and interaction are utilized.

Incorporating technology into PLCs allows educators to better understand subject matter depth, which in turn enhances their critical thinking and problem-solving skills. For example, educators can participate in webinars featuring guest speakers who are experts in specific subjects, allowing them to deepen their understanding and learn new methodologies. This varied approach can help teachers translate new ideas into practical applications in their classrooms, thereby nurturing their students’ critical thinking and problem-solving abilities.

The use of technology also opens opportunities for teacher professional development that goes beyond traditional workshops. For instance, educators can partake in asynchronous courses or online forums tailored to their specific interests or needs. Research indicates that continuous professional development through these modern formats significantly impacts teachers’ instructional strategies (Guskey & Yoon, 2009). Thus, a blended PLC enables teachers to tailor their learning experiences, increasing the likelihood of practical applications in real-world scenarios.

Moreover, creating a culture where teachers feel empowered to integrate 21st-century skills and tools into their instruction helps shift their perspective on how they approach their curriculum. Instead of adhering to a rigid teaching framework, educators can identify opportunities to replace or de-emphasize outdated activities that no longer serve their learners effectively. For instance, using project-based learning facilitated through digital platforms allows students to engage in inquiry-based projects that develop their critical thinking skills while addressing real-world problems.

To illustrate, a blended PLC could implement a project where educators collectively design a curriculum unit that incorporates technology-driven assessment tools. Teachers might use platforms like Kahoot! or Nearpod to create engaging assessments that provide immediate feedback to both educators and students. This collaborative effort would not only elevate the teachers’ ability to integrate technology but also significantly enrich student learning outcomes.

However, to realize the full potential of a blended PLC, it is crucial to address potential challenges such as resistance to technology adoption, inadequate training, and the digital divide. As educators, it is vital to advocate for comprehensive technological training sessions that equip teachers with the necessary skills to leverage technology effectively (Ertmer & Ottenbreit-Leftwich, 2010). Furthermore, decision-makers must consider ensuring equitable access to technology for all educators and students across districts to level the playing field.

In conclusion, a blended professional learning community fostered by technology presents an innovative opportunity for teachers to enhance their pedagogical skills while developing a deeper understanding of subject matter. By utilizing various digital tools, educators can work collaboratively, reassess their instructional practices, and integrate essential 21st-century skills that will prepare students for future challenges. Transforming traditional learning networks into dynamic, tech-enabled communities facilitates ongoing professional development that directly impacts student achievement across districts.

References

• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
• DuFour, R. (2004). What is a professional learning community? Schools as Learning Communities.
• Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 493-500.
• Murphy, K., & Smith, R. (2021). Digital tools for collaboration in professional learning communities. American Journal of Education, 127(4), 479-501.
• Patterson, R., & Bird, J. (2020). Collaborative technology adoption in education: A literature review. Educational Technology Research and Development, 68(6), 2961-2980.
• Roth, J., & Hager, P. (2019). The importance of technology in professional development for teachers. Teacher Education Quarterly, 46(1), 31-56.
• Schrum, L., & Levin, B. B. (2016). Leading 21st century schools: Harnessing technology for engagement and achievement. Corwin Press.
• Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
• Yoon, K. S., Duncan, T., Lee, S. W., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Institute of Education Sciences.