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"As school boards address the overall challenge of social media use within schools, they should focus on the reality that the impact no longer lies only on the individual and local schools. Social networks include students and teachers all over the world and, therefore, teaching and coaching on digital literacy for teachers and students is where the focus should rest. Knowing how to build successful communities of learning and how to integrate social connectivity within a learning environment is a much more needed outcome than finding a way to control and monitor specific users and content."

The Long Beach, Calif., school district has adopted a training system in which classroom teachers work collaboratively to improve teaching and learning, a shift from outsourcing professional development. 

Background/Context: Though change is constant in organizations, determining how to successfully implement planned change has been a perennial challenge for both organizational scholars and practitioners. While the empirical knowledge base on planned change in schools and other organizations offers numerous insights, the inattention to activity, or the practice of leading and managing change, remains. Organizational change theory, and specifically organizational routines, offers a useful lens with which to examine planned change in work practice in schools. The purpose of this study is to understand the role organizational routines play in changing school work practice.