Analyzing Learning in Professional Learning Communities: A Conceptual Framework

Teachers’ Professional Development: The Case of WhatsApp

“…Sociocultural learning is an important determinant in the cooperation among teachers. In this process, it is stated that professional learning can take place by repeating, mutually sharing and modelling certain practices (Vytgosky, 1978;Van Lare & Brazer, 2013). Accordingly, adults are regarded as social beings in the community of practice approach.…”

Examining teachers' experiences in a professional learning community focused on integrating technology into literacy instruction

“…There are few studies that have used longitudinal research, and little is yet known about the potential for establishing enduring, effective PLCs (Bullough, 2007;Stoll et al, 2006). Along with this, research focused on teacher learning and context of PLCs is missing in the literature (Van Lare & Brazer, 2013). Second, by examining implicitly and explicitly mediated activity over time, one can determine how the use of tool and sign, such as the TIPC, can be introduced and used in meaningful ways by teachers.…”

“…Little research has been conducted to examine what actually happens during a PLC focused on technology integration (Van Lare & Brazer, 2013). A few studies have examined groups of teachers in which technology integration was included within a collaborative community (Cifuentes et al, 2011;Curwood, 2011Curwood, , 2014Hughes et al, 2005).…”

“…Among the many perceived barriers to integration, two prominent barriers are lack of time to plan for technology integration and lack of professional development on how to integrate technology (Bauer & Kenton, 2005;Hutchison & Reinking, 2011;Zhao et al, 2002). One way to address these barriers simultaneously is through the PLC structure (DuFour, 2004;Van Lare & Brazer, 2013). Yet many factors exist in the broad community, the school community, and the social dynamics in which a PLC exists.…”

“…Much of the literature on PLCs focuses on either what a PLC is (Stoll et al, 2006;Van Lare & Brazer, 2013), what happens in a PLC (Dooner, Mandzuk, & Clifton, 2008;Englert & Tarrant, 1995), or descriptions of PLCs as professional development (Cifuentes et al, 2011;Hollins, McIntyre, DeBose, Hollins, & Towner, 2004;Jones & Dexter, 2014;Kidd, 2013). Research focused on technology integration and professional development has included components of working collaboratively and problem solving with colleagues (Kopcha, 2012;McDonald, 2008;Polly & Hannafin, 2010;Schrum & Levin, 2013) but have not focused specifically on PLCs as a process in which teachers may engage to both meet the needs of students academically as well as to include new ways of using technology in instruction.…”