Building on contemporary research on teacher professional development, this study examined the practices of a technology-focused learning community at a high school in the United States. Over the course of a school year, classroom teachers and a university-based researcher participated in the learning community to investigate how technology can promote student achievement and engagement within the secondary English curriculum. This analysis used the design framework to identify key practices within the learning community, which included writing a mission statement, innovating with digital tools, engaging in critical discussion, and examining student work. Findings suggest that the design framework can offer a common discourse and visual representation to guide the design, implementation, and evaluation of professional development.
Curwood, J. S. (2013). Applying the design framework to technology professional development. Journal of Digital Learning in Teacher Education, 29(3), 89-96.