Abstract:

According to The Teaching and Learning International Survey (TALIS) 2013 data from 35 countries, teachers who have taken part in high-quality professional development are also more likely to use classroom practices that are known to promote student learning. This research focuses on evaluating a professional learning intervention working with a group of teachers from Sweden to develop innovative uses of technology in the classroom through collaborative and personal action inquiry. The methodology is collaborative inquiry to develop new approaches for technology and innovation in the classroom. The methods for data collection are observation of participants; interim survey/online focus groups and a virtual show and tell of ideas at the end of the cycle to share practice and reflections. The research follows a cycle of three stages which have opportunities for reflection and action.

Stage 1: Clarifying the vision
A face to face workshop was critical to support a meaningful professional learning experience. The emphasis in the morning was a collaborative discussion about what professional learning is to clarify expectations and consider models and approaches. There is evidence that successful schools are able to ensure that a vision runs through the school from leadership through to the classroom practice and each participant was encouraged to consider the implications of this linked to their professional development Kennedy (2014). The discussion was facilitated though a range of techniques to encourage sharing and personal reflection. The afternoon focused on emerging technologies in education, discussing and planning approaches to using technology enhanced learning. The group was exposed to potential technologies and encouraged to share thoughts as individuals and small teams and plan out the types of technology enhanced learning they were proposing. Each participant made a pledge about what they intended to implement in their school.

Stage 2: Reviewing progress
Participants engage in a semi structured survey and online focus group. The survey supports them to reflect on their personal progress on their professional learning plans. The results of the survey will structure an on-line focus group where participants can share their progress and challenges. This is an opportunity to identify any additional support to enable the group to achieve their plans and share their used of technology enhanced learning in practice.

Stage 3: Sharing and Celebrating Practice
All participants are invited to shared their projects in a virtual show and tell event which can be utilised a resource for schools participating in the project and shared with the wider education community. The next phase of the research will involve working with a selection of the schools to explore the technology enhanced learning intervention with pupils and teachers.

References:
[1] Kennedy, A. (2014) Understanding continuing professional development: the need for theory to impact on policy and practice. Professional Development in Education, 40:5, 688-697,
[2] Muilenberg, LY &Berge, ZL (eds) (2016) Digital Badges in Education: trends, issues and cases. Routledge: Oxford.
[3] OECD (2017), How can professional development enhance teachers’ classroom practices? Teaching in Focus, No. 16,
[4] Priestley M & Drew V (2016) Teachers as agents of curriculum change: closing the gap between purpose and practice. European Conference for Educational Research, Dublin,

Keywords:

Professional development, innovation, emerging technologies in education, technology enhanced learning.