1. March 5th, 2015, SITE 2015, Las Vegas, NV, USA
Fostering a Technology-rich Professional Learning Community: A Design-based Research Cycle
Lei Nong, M.A.
Alain Breuleux, Ph.D.
Gyeong Mi Heo, Ph.D.
Department of Educational and Counseling Psychology
McGill University, QC, Canada
March 5th, 2015, SITE 2015, Las Vegas, NV, USA

2. Creating, Collaborating and Computing in Math (CCC-M) Project
A partnership research project between University and school board
A professional learning community (PLC) of teachers
Integration of technology into teaching and learning in mathematics
Design-based research approach

3. Introduction
The purpose of this study is to document the unfolding processes of the CCC-M project from the proposal stage to early stages of implementation through a design-based research cycle during which the technology-rich professional learning community (PLC) was designed, implemented, and refined.

4. Conceptual Framework
Professional Learning Community (PLC) to support professional development (Bolam et al., 2005; Stoll & Louis, 2007).
Technological Pedagogical, and Content Knowledge (TPACK) (Mishra & Koehler, 2006) and Learning Technology by Design.
Design-Based Research approach to sustain the effectiveness of PLCs (Barab & Squire, 2004).

5. The Cyclical System of Design-based Research
(adapted from Plomp, 2013).

6. Research Method
The method of Descriptive Case Study (Yin, 2009) was employed in this study to present how the PLC design and implementation process unfolded in the early stages of the CCC-M project.
Leadership Team: University-based researchers and three consultants and one senior administrator from the school board.
Participants: Thirteen math teachers from elementary (7 teachers) and secondary (6 teachers) schools.

7. Research Method: Data Collection
Documents: The proposal, agendas and minutes of Leadership Team meetings and PD F2F meetings, and a periodic report
Artifacts: Videos, worksheets, lesson plans created by teachers
Field notes: PD F2F meetings and Leadership Team meetings
Transcript: One Leadership Team meeting for debriefing
Log files: Teachers’ online postings

8. Research Method: Data Analysis
A theory-driven qualitative analysis (thematic analysis) was applied to analyze the wide variety of data.
The data collected were analyzed according to the Design-based Research cycle, that is Design- Implementation-Revision phases.

10. Results: Design Phase (1/2)
Proposal
Overall Goal
Objectives based on the Learning Principles
Concrete Activities
Concerns from the school board
Effective technology use in the mathematics classroom
Students’ learning gap in mathematics between elementary and secondary schools

11. Results: Design Phase (2/2)
Overall Goal: Fostering a culture of PLC that set the foundation for future PD activities.
Objectives in Year 1 ( ):
Developing a collective understanding of the situation
Sharing, inquiry, and reflection
Developing the use of digital tools for teachers and students

13. Results: Implementation Phase (1/3)
Face-to-Face (F2F) meetings
Setting up the goals and rules of the PLC
Introducing new ideas
From general pedagogical topic to content specific discussion
Exploring and learning the use of technology within authentic contexts
Scaffolding sharing, inquiry, and reflection
Developing a collegial relationship among teachers

14. Results: Implementation Phase (2/3)
An example of a F2F meeting
Demonstrating digital tools
Exploring digital tools by creating mini lessons
Sharing and discussion
Trying out and online discussion
Reflection and improve-ment

15. Results: Implementation Phase (3/3)
Online learning community
Creating asynchronous learning opportunities for teachers between the F2F meetings
Posting (at least) a message every week
The contents of posts include reviewing the experience in the classroom, sharing learning and teaching materials and resources, and responding to others’ posts, etc.

16. Results: Revision Phase (1/3)
Evaluation of Teacher Learning (1/2)
Teachers’ discussion moved from sharing of general teaching strategies to conversations on students’ content-specific problems
Teachers gradually developed a collective understanding of the situation.
They were able to take an active stance to embrace new ideas from their colleagues and to share their own learning practice and resources with others.

17. Results: Revision Phase (2/3)
Evaluation of Teacher Learning (2/2)
They were able to discuss and reflect on the strategies of technology use thoughtfully according to individual needs and student learning.
A deepening of the online professional learning dialogues is anticipated.
There were important differences across teachers’ participation of online learning community

18. Results: Revision Phase (3/3)
Changes in the Next Cycle
Strengthen a collective understanding of the situation
Continue the professional learning network in teaching and learning mathematics and digital tools
Encourage in-depth dialogue of reflective inquiry (especially online discussion)
Expand the Leadership Team by identifying six lead teachers in three areas: Video-based lesson study, Reflective practice, and Inquiry

19. Conclusion and Implication (1/2)
The PLC offers elementary and secondary teachers a collective learning opportunity to explore their shared challenges and issues.
The PLC also provides a supportive affordance to improve teachers’ effective use of technology in the classroom.
More teachers have actively engaged in reflective inquiry practice (e.g., video capture of classroom lessons).

20. Conclusion and Implication (2/2)
A successful partnership between the University and the school board has been established through a close collaboration between researchers and practitioners in the design and implementation of the CCC-M project.
This study offers an example of designing and implementing a PLC that could be applied into different contexts, not just for math but for any areas of professional development at the school board level.

21. Thank you! For more information, please contact by Email addresses:
CCC-M Website:
* This project was funded by the Social Sciences and Humanities Research Council (SSHRC) and Quebec Ministère de l'éducation, du Loisir et du Sport (MELS).