Teachers' Professional Learning Focused on Designs for Early Learners and Technology

In this chapter, the authors present and discuss findings from a two-year case study on teachers' professional learning. This investigation built upon existing research on early learning and technology to study teachers' professional learning in a community of practice, and the development of classroom-based learning designs and the ongoing inquiry of teachers from four school jurisdictions in the province of Alberta in Canada. Focus was on investigating ongoing continuous improvement of teacher design and assessment practices, to identify and share promising practices from the classroom, to capture teacher learning and engagement, to document the appropriate use of technology for learning and to identify and to understand system affordances and constraints for using technology with young learners.