Abstract
In recent years, many educators have turned to participatory online affinity spaces for professional growth with peers who are more accessible because of reduced temporal and spatial constraints. Specifically, professional learning networks (PLNs) are “uniquely personalized, complex systems of interactions consisting of people, resources, and digital tools that support ongoing learning and professional growth” (Trust, Krutka, & Carpenter, Citation2016, p. 35) that have increased in popularity with the rise of social media. We offer a model for teacher educators and teachers to consider key elements of PLN experiences: engaging, discovering, experimenting, reflecting, and sharing. This model can provide educators both a window into possibilities and a mirror for reflection as they build or improve their PLNs.
Author Notes
Daniel G. Krutka is an Assistant Professor of Curriculum and Instruction at Texas Woman's University. His research interests concern citizenship education and the role participatory media might play in cultivating more democratic and educational experiences. He can be found on Twitter@dankrutka. Please address correspondence to Daniel G. Krutka, Texas Woman's University, Teacher Education, P.O. Box 425769, Denton, TX 76204-5769, USA. E-mail: [email protected]
Jeffrey P. Carpenter is an Associate Professor of Education at Elon University in North Carolina and Director of the Elon Teaching Fellows program. His research interests include collaborative learning, social media, and 21st century teaching and learning. He can be found on [email protected] Trust is an Assistant Professor in the Department of Teacher Education & Curriculum Studies at the University of Massachusetts Amherst. Torrey's research focuses on teacher professional learning networks and how technology can support K–12 teachers and higher education faculty in designing contexts that enhance student learning. She can be reached on Twitter@torreytrust.