Annotated Bibliography This assignment must be uploaded to both links in CANVAS as well as to TK20. Failure to do so will result in an incomplete grade for this course. Select a topic that has been
• (SEE EXAMPLE OF YOUR TITLE PAGE IN RESOURCES) EXAMPLE OF YOUR ANNOTATED BIBLIOGRAPHY Abstract As the influx of technology available for use in schools continues its momentum, educators in Professional Leaming Communities must find further ways to remain connected during the times that their PLCs are not meeting. The integration of technology opens avenues for continued communication and collective coherence among all stakeholders. Educators who find that development of the new skills demanded by their positions must occur on the job may find that extending their PLCs to include a rel evant and varied Professional Learni ng Network allows for solid learning and support as veteran educators work to use and integrate changing technology into their practice with positive student outcomes in mind. Keywords: PLCs, PLNs, technology, collaboration, integration, goals, outcomes Overview As the involvement and importance of technology in daily living, learning, and leading continues to grow, school based professional learning communities face an increased need to effectively incorporate it into their instructional practice. By planning collaboratively for the incorporation of technology, educators and administrators are able to keep student learning as the goal, which is then enhanced by the use of digital tools (Thoma, 2017). Many professional educators are finding that their areas of expertise are quickly undergoing a shift, which requires them to acquire the skills to remain current while on the job (Deissler, 2015). While organizational Professional Learning Communities allow for the implementation of a protected process in which those with a common goal, vision, and mission collaborate (Bates, 2016), the fast integration of technology requires members to expand their PLC to a Professional Learning Network. This is especially valuable to educators who have been in their field for over 10 years. By establishing and growing a PLN, those who may not have received training in the skills necessary to evolve with their changing positions during their preparation programs can expand their resource base for continued learning with and about technology (Deissler, 2015). Purpose The purpose of this project is to examine how educators in Professional Learning Communities can further their understanding and application of technology in an educational setting by expanding their PLC to include an established Professional Leaming Network (Deissler, 2015). As the influx of technology continues to increase, it will be necessary for educators to remain in a job embedded learning cycle that includes professional development (Bates, 2016). Justification This project represents a reflective look at the broad range of options that educators have for continuing to develop skills that will help them successfully manage and champion the role technology can and will play in the lives of students today and going forward. Understanding the value of a collaborative culture and maintaining an awareness of the tools that provide a means to improved integration of technology (Thoma, 2017) will allow educators to continue the process of best implementing technology with continuous improvement in mind and collective inquiry as a framework upon which to build improved student outcomes (Bates, 2016). data (p. 101). Additionally, technology can extend a PLC beyond the four walls of its building of origin, while helping ensure diversity among the contributors (p. 102). Deissler, C. ed., Ding, L., Neumann, K., & Kopcha, T. (2015). Professional Leaming Networks to Support School Librarians’ Development oflnstructional Technology Expertise. TechTrends: Linking Research & Practice to Improve Learning, 59( 3), 27-40. https://doi.org/10.1007/s11528-015-0850-1 This article identifies many ways that expanding a Professional Learning Community to include a Professional Learning Network will help educators employed in evolutionary fields grow and develop the skills necessary to meet the changing needs of their profession. The speed at which technology changes has made it necessary for those in certain fields to acquire on the job skills in order to keep up with the influx of new ideas. In order to remain current, many educators must transform their training to include solid technology integration while also maintaining the more traditional aspects of their profession (p. 27). This on the job training occurs when the demands of the profession exceed the content of the professional’s college or university training program, and it becomes necessary to develop skills not addressed in their original training (p. 28). Such needs include the development of an understanding of technology, but also the growth of pedagogical skills necessary for thorough contribution to the profession. Educators can strongly grow their professional learning and networking opportunities by expanding their PLC to a PLN (p. 29). Doing so ensures that professional educators have a comprehensive and well-rounded resource for opportunities to learn in most any area of their career (p. 31). Thoma, J. Jennifer. ed., Hutchison, A., Johnson, D., Johnson, K., & Stromer, E. (2017). Planning for Technology Integration in a Professional Learning Community. Reading Teacher, 71(2), 167-175. https://doi.org/10.1002/trtr.1604 In this article, the authors explore how working as a team in a Professional Learning Community can help educators achieve meaningful integration of technology in their classrooms (p. 167). This task is not to be completed in isolation, but rather in a team that shares a common view with favorable student outcomes as the central focus. Tools used among members of a PLC may further facilitate successful and meaningful technology integration. The article addresses the barriers that educators may face during technology integration by explaining a process called the Technology Integration Planning Cycle, which helps team members identify goals, (p. 169) tools, and desired outcomes following adoption of the TIPC (p. 170). Working together in a PLC to implement the Technology Integration Planning Cycle strengthens the learning community by helping to establish a common goal as well as identify desired student outcomes (p. 172). The guidance provided by the Technology Integration model is designed to provide working and established PLCs with the ability to become autonomous as they set goals for including technology in their instruction (p. 174). References Bates, C. C., Huber, R., & McClure, E. (2016). Stay Connected: Using Technology to Enhance Professional Leaming Communities. Reading Teacher, 70(1), 99- 102. https://doi.org/10 .1002/trtr.1469 Deissler, C. ed., Ding, L., Neumann, K., & Kopcha, T. (2015). Professional Leaming Networks to Support School Librarians’ Development oflnstructional Technology Expertise. TechTrends: Linking Research & Practice to Improve Learning, 59( 3), 27- 40. https://doi.org/10.1007/s l 1528-015-0850-1 Thoma, J. Jennifer. ed., Hutchison, A., Johnson, D., Johnson, K., & Stromer, E. (2017). Planning for Technology Integration in a Professional Leaming Community. Reading Teacher, 71(2), 167- 175. https://doi.org/10.1002/trtr.1604