skaealex

“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is most important.” – Bill Gates

CEP 812: Technology Integration in Communities of Practice

on July 29, 2014

This week for CEP 812, I created a short survey to gauge how my community of practice integrates technology. A community of practice is defined as “a set of relations among persons, activity, and the world, over time and in relation with other tangential and overlapping communities of practice” (Lave & Wagner, 1991, p. 98).

The community of practice that I chose to focus on was the group of educators at the elementary school at which I work. My building is comprised of 17 classroom teachers, 4 specials teachers (art, music, PE, and Spanish), as well as a school psychologist, a social worker, a special education instructor, an instructional specialist, a reading specialist, an occupational therapist, and a speech therapist. Of these 29 educators, 14 of them (48.28%) responded to my survey.

I was curious not only about the percentage of educators at my schools who are using technology, but also what technologies are being employed and how confident my colleagues feel about the technologies that they are incorporating into their lessons. To view the survey that I sent out to my community of practice, please click the link here.

The results of my survey are represented by the infographic (below) that I created using easel.ly (Click to enlarge):

TechnologyIntegration

Overall, I found that the majority of educators at my school take technology into consideration when planning lessons, and believe that technology is an important part of learning. A summary that analyzes trends in my results can be found in the Google Doc that I created, here.

I have shared the results of the survey with my colleagues via e-mail. I look forward to the implications that the survey results will have on future professional development opportunities.

References

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

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