Work Package 3 Literature Review

Figure 6: The type of learning activities engaged in by level of professional learning Furthermore, it must be noted that there was no specific sequence for these activities, some started with formal learning others initiated professional learning through reflection or collaboration. Bolstering the need for non-linear professional learning activities. On review of the qualitative comments regarding each study a thematic analysis was conducted. The main impacts of the professional learning were adaptations to practice (36), application to practice (11), increase in self-efficacy (17), understanding the complexity of technology and learning (8), sharing (6). In some instances, it was noted the impact was different depending on the beliefs or broader contextual factors of those engaging in the professional learning indicating that professional learning impact is nuanced and complex. (Sansom, 2020). For much of the formal learning it took place in dedicated blocks either during summertime, weekends or dedicated periods that released educators. Furthermore, professional learning was routine and regular, even though formal learning was in dedicated blocks other activities such as discussion, meetings, reflection took place weekly or monthly. In very few instances did participants only engage in one activity as part of their professional learning, at all levels participants engaged in several activities. These were mostly prescribed however in some cases participants had a choice of activities they wanted to engage in. This enhanced agency and autonomy, key to this was balancing autonomy and structure as often choice can lead to an additional cognitive load and decision for participants who are already overwhelmed. Critical to this was goal setting or creating a vision for both individual participants and the communities for which they are part of this should be aligned to the digital learning goals of the educational organisation of which they are part of to ensure harmony and consistency as well as opportunities to apply learning in practice. 20 (Fullan, 2016) 5. Discussion From the review it is evident that participants who engaged in sustained, varied, regular and supported professional learning with clear goals were more likely to progress to higher levels of proficiency. Much of this aligns to the theories of change. The integrated literature review alludes to the complexity associated with developing professional learning environments that support and advocate change, transformation or impact. There are few studies that illustrate progression to leadership levels of proficiency. Also, few studies were based on theoretical frameworks which capture the complexity associated with supporting change. This section will explore these further to understand the broader context and theoretical framework that may inform the literature. Many of the theories of change and innovation models start with the individual person, with regards to their beliefs and attitudes regarding the change and confidence to make change, in many cases this is influenced by their context such as their profession, societal norms or organisational culture (including who they work with and for). Based on this the individual will decide to make a change or not, how and where that change is made depends on their professional context and if they have the agency to adapt their practice and also the knowledge or information (such as professional learning) they are provided with or engage with to support them to make that change. The change bears an impact and depending on that impact they may continue to use the practices they change or may decide to revert back. Some individuals who have negative experiences and are not supported to 20 Hubers, M.D., D. Endedijk, M. and Van Veen, K., 2022. Effective characteristics of professional development programs for science and technology education. Professional Development in Education , 48 (5), pp.827-846.