Technology Integration for Learning

Synchronous and asynchronous professional learning opportunities

Synchronous learning refers to a learning experience that occurs in real time, where learners engage with each other and their instructor at the same time, regardless of their physical location. Synchronous learning often takes place through video conferencing, live webinars, or chat rooms, where learners can interact with each other in real time.

Asynchronous learning, on the other hand, is self-paced learning, where learners can access content and complete assignments on their own schedule. Asynchronous learning often takes place through pre-recorded lectures, discussion boards, and email, where learners can access the content at any time and engage with their peers and instructor through various online platforms.

Both synchronous and asynchronous learning opportunities can be used to grow a professional learning community in my school district’s Department of Professional Learning and Innovative Teaching. Synchronous learning opportunities can include virtual meetings, webinars, and live workshops where educators can engage with each other and share ideas in real time. Asynchronous learning opportunities can include online discussion forums, blogs, and other collaborative spaces where educators can share resources, ideas, and feedback at their own pace and on their own schedule. By providing both synchronous and asynchronous learning opportunities, professional learning communities can accommodate the busy schedules and diverse needs of educators while promoting ongoing collaboration and learning. Both Gura (2018) and Sheninger (2014) share specific ideas that could be used to create such synchronous and asynchronous learning opportunities:

Synchronous Learning Opportunities:

• Gura suggests that creating an online book club for educators can provide a synchronous learning opportunity. This would involve selecting a book related to teaching and learning with technology, and then scheduling regular virtual meetings for participants to discuss the book.
• Sheninger recommends using video conferencing tools, such as Skype or Google Hangouts, to facilitate synchronous professional development sessions. These sessions could be led by experts in a particular area of technology integration or could be peer-led discussions among educators.

Asynchronous Learning Opportunities:

• Gura suggests that creating a collaborative document, such as a Google Doc, can provide an asynchronous learning opportunity. Educators can use the document to share resources, tips, and ideas related to teaching and learning with technology.
• Sheninger recommends using social media platforms, such as Twitter or LinkedIn, to facilitate asynchronous professional development. Educators can participate in online chats, post and respond to questions, and share resources related to technology integration.