Perception of an educational community on teacher professional development in education 2.0

This article reflects on teachers' professional development in an increasingly technological and informational society. We underline the need for digital literacy in the context of education 2.0 and highlight the challenges that teachers face in transforming new information and communication technologies (NICTs) into learning and knowledge technologies (LKTs) to enhance their professional development. This research has been conducted in a grouped rural school, constituted as a learning community (CA). It consists of two centers whose main difference rests on their use of NICTs: either advanced or preliminary. We have applied the communicative-critical methodology, starting with a case study in which we conduct interviews with different agents in the institution (general management, teachers, students and families). In addition, we apply two discussion groups, which allows us to validate our findings. The results show that each center has different teacher profiles. On the one hand, the innovative minority teacher, who integrates technology through immersion, stands out. Technology allows for reflections on practice, favors collaborative teaching styles, and introduces new sources of knowledge that enable more significant development of personal learning environments. On the other hand, it appears the technological minority teacher, who is outside the pedagogical benefit of technology. Innovative teacher has a positive influence on the faculty, increasing the chances of the latter appropriating technology. In both centers, NICTs contribute to the professional improvement of the teaching staff: (1) their projection onto the environment, (2) the collaborative praxis, and (3) the development of basic skills for the informational social context.