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Professional Learning Networks Designed for Teacher Learning
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    • Journal of Digital Learning in Teacher Education Volume 28, Number 4, ISSN 2153-2974

    Abstract

    In the information age, students must learn to navigate and evaluate an expanding network of information. Highly effective teachers model this process of information analysis and knowledge acquisition by continually learning through collaboration, professional development, and studying pedagogical techniques and best practices. Many teachers have extended their learning by developing online professional learning networks (PLNs). PLNs connect teachers to other individuals worldwide who can offer support, advice, feedback, and collaboration opportunities. PLNs also allow teachers to collect information from various Web sites and access it in one organized area so they can efficiently stay up to date on the latest teaching techniques, pedagogies, and changes in the field of education. This paper reviews three popular PLNs created for educators–Edmodo, Classroom 2.0, and The Educator's PLN–and provides an analysis of how teachers use the PLNs for learning, sharing, and communicating. (Contains 5 figures.)

    Citation

    Trust, T. (2012). Professional Learning Networks Designed for Teacher Learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138. Retrieved March 21, 2019 from .

    This record was imported from ERIC on April 18, 2013. [Original Record]

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    Cited By

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      Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2274–2279

    2. Expanding Professional Learning Networks through an Institutional Twitter Hashtag

      Jeffrey Carpenter & Scott Morrison, Elon University, United States

      Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2216–2221

    3. Advice Seeking and Giving in the Reddit r/Teachers Online Space

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      Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2207–2215

    4. Crossing the Divide: Connecting Social Scholarship and Professional Learning Networks

      Diana Brandon, Charleston Southern University, United States; Holly Marich, Michigan State University, United States

      Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2202–2206

    5. Supporting Change in Teacher Practice: Examining Shifts of Teachers’ Professional Development Preferences and Needs for Technology Integration

      Yin-Chan Liao, Anne Ottenbreit-Leftwich, Michael Karlin, Krista Glazewski & Thomas Brush, Indiana University-Bloomington, United States

      Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 522–548

    6. Using Social Learning Networks (SLNs) in Higher Education: Edmodo Through the Lenses of Academics

      Grhan Durak, Bal\u0131kesir University

      The International Review of Research in Open and Distributed Learning Vol. 18, No. 1 (Feb 28, 2017)

    7. Synchronous online collaborative professional development for elementary mathematics teachers

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      The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 319–343

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      Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1931–1935

    9. Educators’ Professional Uses of Pinterest

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      Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1925–1930

    10. Twitter Chats and the evolution of Teacher Professional Development

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      Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1795–1800

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    12. Preservice Teachers’ Microblogging: Professional Development via Twitter

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      Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 209–234

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