Technology-enriched Learning Communities Creating Change for Improved Learning in Diverse Communities.

Williams, L.A., Atkinson, L., Watkins, N., Wilbur, S. , Dean, S.
Presentation Date: 
Wednesday, April 6, 2016
Event or Conference: 
American Educational Research Association Annual Meeting
Presentation Type: 
Paper Presentation
Presentation Location: 
Washington, DC
United States
Abstract Classrooms of today are being redesigned to reflect learning environments that are more interactive and representative of the 21st-century workplace with an emphasis on small-groups working on digital projects (Technology Counts, 2013). Even though this technology can enhance learning (Atkinson, O’Hair, O’Hair, & Williams, 2008; Burns, 2002, Dexter, Seashore & Anderson, 2002; Riel & Fulton, 2001; Williams, Atkinson, Cate, & O’Hair, 2008), it is often not integrated into instruction in traditional schools. Through a school-university partnership, this project supports individual school leaders to integrate technology that they selected to further their school goals while developing technology-enriched learning communities. Findings from a longitudinal, mixed methods investigation in seven samples, impacting nearly 44,000 students and 3,000 teachers in 108 schools, provided empirical evidence that teachers who frequently engage in technology-enriched learning communities are more likely to report higher levels of instructional technology use and perceived support from both professionals within the school and those outside the professional environment. Keywords: technology-enriched learning communities, professional development, authentic technology use, equity, communities of practice