Nature of the PROBLEM.
The field of action is my workplace: a toddler through grade six (6) independent school community of educators focused on implementing technology into their classrooms. Elementary students at the school regularly score in the top 90th percentile on standardized tests, in virtually every category. They are among some of the highest test scores amongst independent schools in Los Angeles. Many of their graduates go on to attend the most prestigious and most academically competitive middle and high schools in the city. This high level of achievement can be attributed in part to: the school’s developmental philosophy, its leadership, the enormous amount of resources they have at their disposal, and the way in which these resources are mobilized to invest in teachers.
The school allocates large sums of money and resources every year toward teacher professional development, some of which is available for technology related professional development opportunities. Yet, even with an abundance of resources, some teachers are unaware of the full impact the existing technologies at the school can have on their classrooms and on their students. The problem that exists, for the most part, is that community members are scattered and unable to interact with each other in meaningful ways to develop common practices or share ideals around integrating technology (Riel & Polin, 2004). Furthermore, there is no systematic framework for teachers to share the knowledge that they currently have and/or acquire during PDs with their colleagues.
I sit on the Professional Development Committee and Technology Task Force. Both groups are tasked (by the Board of Directors and the Head of School) with the job of supporting the technology integration vision of the school and helping to support teachers in fulfilling that vision. My action research argues that theories regarding the development and maintenance of social relationships provide a theoretical foundation for understanding teacher motivation to engage in professional development in general, but more specifically, peer-to-peer professional development concerning technology. The following question guided my action research: How do the social aspects of peer-to-peer professional development impact a teacher’s motivation to share knowledge with colleagues and to collectively construct new knowledge? Additionally, the purpose of this study is to understand reasons why K–6 teachers are reluctant to participate in self-generated peer-to-peer learning and knowledge sharing communities.
The school allocates large sums of money and resources every year toward teacher professional development, some of which is available for technology related professional development opportunities. Yet, even with an abundance of resources, some teachers are unaware of the full impact the existing technologies at the school can have on their classrooms and on their students. The problem that exists, for the most part, is that community members are scattered and unable to interact with each other in meaningful ways to develop common practices or share ideals around integrating technology (Riel & Polin, 2004). Furthermore, there is no systematic framework for teachers to share the knowledge that they currently have and/or acquire during PDs with their colleagues.
I sit on the Professional Development Committee and Technology Task Force. Both groups are tasked (by the Board of Directors and the Head of School) with the job of supporting the technology integration vision of the school and helping to support teachers in fulfilling that vision. My action research argues that theories regarding the development and maintenance of social relationships provide a theoretical foundation for understanding teacher motivation to engage in professional development in general, but more specifically, peer-to-peer professional development concerning technology. The following question guided my action research: How do the social aspects of peer-to-peer professional development impact a teacher’s motivation to share knowledge with colleagues and to collectively construct new knowledge? Additionally, the purpose of this study is to understand reasons why K–6 teachers are reluctant to participate in self-generated peer-to-peer learning and knowledge sharing communities.