Elements of Engagement: A Model of Teacher Interactions via Professional Learning Networks

2016 ◽  
Vol 32 (4) ◽  
pp. 150-158 ◽  
Author(s):  
Daniel G. Krutka ◽  
Jeffrey P. Carpenter ◽  
Torrey Trust
Keyword(s):  
Professional Learning ◽  
Learning Networks ◽  
Teacher Interactions

scholarly journals Blog-based professional development of English teachers in Mumbai: The potential of innovative practice under scrutiny

2016 ◽  
Author(s):  
Atiya Khan
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Effective Means ◽  
English Teachers ◽  
Information And Communications Technology ◽  
Learning Networks ◽  
Using Data ◽  
Interactive Workshop

The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai.

“I Love Being Able to Have my Colleagues Around the World at my Fingertips:”

2013 ◽  
pp. 110-126
Author(s):  
Jennifer L. Branch ◽  
Joanne de Groot
Keyword(s):  
Professional Learning ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Online Distance Education ◽  
Personal Learning ◽  
Online Networks ◽  
Face To Face ◽  
Life Long Learning ◽  
Online Distance ◽  
Teacher Librarians

Teacher-librarians are often “lone wolves” in schools. This chapter explores how Canadian teacher-librarians are participating in life-long learning in the 21st century using Web 2.0 technologies. It also explores how one online distance education program implemented changes to help prepare teacher-librarians to participate in local and global personal learning networks. Findings from a Canadian survey on this topic found that teacher-librarians often seek out other teacher-librarians for advice and support, as well as relying on regular interaction (both face-to-face and online) with their colleagues. Other informal professional learning occurs through listservs, online networks, Elluminate sessions, webinars, TED talks, podcasts, Nings, blogs, and Twitter. New and emerging technologies are helping teacher-librarians connect to one another locally and, more importantly, globally. It is this combination of both local and global personal learning networks that helps teacher-librarians move from being lone wolves to members of the pack.

Learning Communities

2021 ◽  
pp. 347-365
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Aras Bozkurt
Keyword(s):  
Community Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Phenomenological Approach ◽  
Content Area ◽  
Community Leader ◽  
Learning Networks ◽  
Similarities And Differences ◽  
Qualitative Phenomenological

The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.

Moving beyond silos: professional learning networks in higher education

2017 ◽  
Vol 35 ◽  
pp. 1-11 ◽  
Author(s):  
Torrey Trust ◽  
Jeffrey Paul Carpenter ◽  
Daniel G. Krutka
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Learning Networks

Online Professional Learning Networks

2017 ◽  
Vol 32 (2) ◽  
pp. 109-118 ◽  
Author(s):  
Rebecca J. Cook ◽  
Melissa Jones-Bromenshenkel ◽  
Shawn Huisinga ◽  
Frank Mullins
Keyword(s):  
Professional Learning ◽  
Learning Networks
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