Engaging Teacher Educators in Professional Learning to Improve Technology Integration in Student-Centered Ways
Abstract: Professional Learning Communities (PLCs) are common in K12 educational environments. The research on the success and challenges of PLCs in K12 education is well reported. Vescio, Ross, and Adams (2008, p.80) reviewed 11 studies from the US and abroad that indicated that PLCs, when well developed, have a positive impact on both student achievement and teaching practice. Other research has reported that PLCs can be a safe environment for inquiry into one’s practice (Snow-Gerono, 2005) and can lead to a greater dedication of teachers to change their practice (Cordingley, Bell, Rundell, & Evans, 2003). Based on the research and practice of PLCs in K12, we implemented a PLC for teacher educators focusing on equitable and inclusive education through technology integration. The primary goal was to help teacher educators develop professionally in this area. This presentation will describe the approach we took to form and implement this PLC. We will share the challenges and successes of the PLC with the goal of providing a model that others could implement.