Prospectus

Influence of Online Professional Learning Networks on Teacher Self-Efficacy Using

Information Communication Technology

Jeremy O’Toole

Doctor of Education – Educational Technology

Qualitative Dissertation

A00319642
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Prospectus: Influence of Online Professional Learning Networks on Teacher Self-

Efficacy and Attitude Towards Using Information Communication Technology

Problem Statement

The problem is that teachers are inconsistently implementing information

communication technology (ICT) instructional practices in the classroom. While teachers

struggle to stay abreast of the continuous changes in ICT and classroom practice, schools

attempt to provide ICT professional development (PD) for teachers, but often cannot find

adequate time because of the growing demands for other mandated training (Bowe &

Gore, 2017; Tour, 2017c). According to a secondary administrator at the study site, many

teachers lack confidence in using ICT, which results in teachers struggling to implement

ICT instructional strategies in their classrooms (J. Stover, personal communication,

2019). Research has shown, participation in collaborative communities such as online

professional learning networks (PLNs) could contribute to a change in teacher practice by

promoting higher self-efficacy towards ICT use (Adjapong et al., 2018; Alberth et al.,

2018; Christie, 2016; Durksen et al., 2017; OECD, 2020; US Department of Education,

2017).

PLNs are unique learning environments where teachers create a personal network

to connect through social media and other collaborative technologies to learn informally

without the constraints of geographical borders or time (Tour, 2017a). Social studies and

language arts teachers at the study site (personal communication, 2019) indicate creating

online PLNs to stay current with the changes and build confidence in implementing ICT

into the classroom. PLNs can be beneficial for teachers because of their informal,
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personalized, collaborative, and self-paced learning opportunities (Edwards, 2017; Yin-

Chan, Ottenbreit-Leftwich, Karlin, Glazewski, & Brush, 2017). However, due to the

unique attributes of online PLNs, experts argue whether they are an effective method for

teacher professional growth (Edwards, 2017; Prestridge et al., 2019; Tour, 2017a, 2017c;

Trust et al., 2016, 2018). Researchers recognize the need for further investigations into

how PLNs can influence teacher practice (Liu et al., 2018; Tour, 2017a; Trust, 2016;

Trust et al., 2018).

Purpose

The purpose of this basic qualitative study is to explore the influences of online

PLNs on teachers’ perceptions of their technological self-efficacy for implementing ICT

in the classroom. Teachers lack the confidence to use ICT in the classroom efficiently

because of its continuous changes, requiring further professional growth to develop their

skills. They are turning to online PLNs because of their ability to create collaborative,

anytime anywhere, informal learning spaces, where teachers can grow their skill,

confidence, and consistency in implementing ICT in the classroom. Researchers

recognize the need for further investigations in how online PLNs influence teacher

practice (Liu et al., 2018; Tour, 2017a; Trust, 2016; Trust et al., 2018).

Significance

The results of this study will contribute to the ongoing investigations into how

PLNs influence a teacher’s practice, specifically regarding ICT. If online PLNs positively

influence self-efficacy, then inferences can be made regarding online PLNs and their

ability to provide adequate training in ICT. Positive influences can result in districts
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across the globe to encourage all teachers to create and participate in online PLNs. Such

changes will minimize the professional growth barrier for teachers who do not use ICT

and contributing to the lack of teacher professional growth in ICT. Teachers and school

districts across the nation can benefit from such a change in the way teachers develop

professionally, creating positive social change for teachers in how they interact with

technology in the classroom. The research also has the potential to change continuing

education programs in other careers by encouraging employees to develop informally

through online PLNs.

Background Literature

1. Cook, Jones-Bromenshenkel, Huisinga, and Mullins (2017) describe similar

variables in that teachers are moving to online PLNs because they provide

better quality PD. The study indicates teachers are developing other

pedagogical skills, aside from educational technology, because of the social

and collaborative aspects of PLNs.

2. Bowe and Gore (2017) describe the lack of quality PD for teachers. This study

indicates that Professional Learning Communities (PLCs) can reform practice

and improves student achievement by allowing teachers to reflect on their

practice and collaborate with other teachers.

3. Tour (2017b) describes the lack of quality teacher PD and conducts a case

study of three teachers who use PLNs to develop professionally. Since PLNs

allow for socialization, collaboration, aggregation of resources, cooperation,

and reflection, each teacher showed development in ET. The study

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recommends further investigations into how learning through PLNs affects

teaching and suggests internal motivation as a key to such PD.

4. Tour (2017a) provides the benefits of PLNs to teachers as a form of PD

because teachers become independent and informed learners. The study

recognizes a need to address formal and informal learning experiences for

teachers and their relationships.

5. Trust et al. (2018) is a qualitative study indicating that PLNs are useful

because of their ability to be personalized. The study focused on instructional

leaders as opposed to teachers. The study indicates that further research

should investigate what they use from their PLN in their practice to determine

effectiveness but mention the need for internal motivation to develop

professionally.

6. Trust et al. (2016) is a qualitative study indicating that PLNs are great for

teacher PD because of their informal learning. Research suggests further

investigations into the effectiveness of PLNs and teacher practice and student

outcomes.

7. Trust (2016) is a mixed-methods study examining the learning process of

teachers through PLNs. A thematic analysis was conducted, which resulted in

a new model for teacher learning, indicating learning is an iterative, multistep

process that is socially constructed.

8. Longhurst et al., (2016), this study shows that yearly teacher PD in

educational technology significantly increases teacher skills. The study

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confirms that requiring annual PD can change a teacher’s beliefs. Yin-Chan et

al. (2017) also conclude that yearly, sustained, teacher PD is a requirement for

educational technology because of its continuous changes. Teachers in the

study indicated a need for PD to personalized, which is the benefit of PLNs.

9. Liu, Ko, Willmann, and Fickert (2018) examined teacher’s PD through an

iPad initiative at a local school district. The study found that through sustained

PD, teachers improve skills in educational technology, which benefited

student outcomes.

10. Oddone, Hughes, and Lupton (2019) recognize the complexity of American

Public education and the importance of teacher PD, but the lack in which

schools do so. A model is developed through a QUAL study in which teachers

create PLNs to develop through social connections and connectivism.

11. Edwards (2017) lists the benefits of online PLNs to teacher PD but suggests

that for PLNs to be effective, they should be more structured.

12. Prestridge, Tondeur, and Ottenbreit-Leftwich (2019) found that ICT

(Information Communication Technology) experts first turn to their PLN to

learn a new piece of educational technology. The study also found that for the

PLN to be effective, teachers must create a knowledge-sharing community for

reflection.

Framework

Humans are naturally social, and through social interactions and observations, we

develop our behavior. Albert Bandura’s (1997) social cognitive theory suggests that
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children and adults acquire attitudes, emotions, and behaviors through observations of

others. Like society’s role in molding attitudes and behaviors, an online PLN community

can serve an identical role in developing teachers’ attitudes and behaviors, thereby

changing their teaching practice. Through this channel, teachers can develop their

practice of using ICT by creating an online PLN where other teachers share their

experiences. With the development of social media as well as other mass communication

tools, users can have a significant impact on the individuals by promoting their views and

ideas to audiences across the world by changing social systems (Bandura, 2002). Bandura

believes that there is a cycle of influences between human behaviors, cognition, and

environments.

Bandura (1986) developed the triadic reciprocal causation, which is an interplay

of cognitive, social, and environmental factors. The environmental and social influences

will change cognition for humans and, therefore, change their behavior. One of these

cognitive changes is described by Bandura’s (1997) theory of self-efficacy, which defines

a relationship between human beliefs and their motivation. The higher the self-efficacy,

the greater the motivation and likelihood to cope with consequences which result in

changes in behavior. Thus, social networks involving ICT have the potential to change a

teacher’s social system and promote their self-efficacy, subsequently improving their

motivation and attitudes towards ICT. The purpose of this study is to explore the

influences of online PLNs on teacher perceptions towards ICT and their technological

self-efficacy; therefore, based on Bandura’s social cognitive theory, teachers have the
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potential to improve their perceptions and self-efficacy through online PLNs because of

their ability to change social systems.

Research Question(s)

RQ1: How does the use of online PLNs influence teacher perception of their

technological self-efficacy in implementing ICT instructional practices in the classroom?

Methodology and Design

This basic qualitative study will interview teachers to explore the influences

online PLNs have on their technological self-efficacy for implementing ICT in the

classroom. The study will use purposive sampling to identify ten teachers who have a

well-developed online PLN. Semi-structured, one hour, interviews will collect data on

teacher beliefs, motivation, confidence, and perseverance for implementing ICT in the

classroom and whether their online PLN has influenced these characteristics of

technological self-efficacy. Additional data will be collected on the online PLN, such as

the frequency in which they communicate with other teachers, how long they have used

the online PLN, and reasoning for creating the online PLN. Interviewing allows for data

collection through detailed experiences and examples of how online PLNs influence

technological self-efficacy, allowing for inferences on whether online PLNs can help

teachers consistently implement ICT in the classroom.

Possible Types and Sources of Information or Data

1. Ten teachers from purposive sampling will be selected for one-hour interviews.

Purposive sampling will ensure that teachers in the sample have developed an

online PLN.
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2. Data will be collected to explore the influences online PLNs have on teacher

beliefs, motivation, and perseverance for using ICT in the classroom. Additional

data will be collected regarding teacher’s online PLN, such as frequency of use,

how long they have used an online PLN and reasoning for developing an online

PLN.
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