“Together We Are Better”: Professional Learning Networks for Teachers

Item

Title

“Together We Are Better”: Professional Learning Networks for Teachers

Abstract/Description

In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators’ diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age.

Author/creator

Trust, Torrey

Krutka, Daniel G.

Carpenter, Jeffrey Paul

Date

2016

In publication

Computers & Education

Volume

102

Pages

15-34

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Keywords

learning communities

professional development

computer-mediated communication

lifelong learning

PLN

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0360-1315

DOI

10.1016/j.compedu.2016.06.007

URL

Official Publisher's Webpage (ScienceDirect)

Full-text PDF Shared by Author (ResearchGate)

Citation

Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together We Are Better”: Professional Learning Networks for Teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007

Abbreviation

Computers & Education

Item sets

Handbook Chapter 19 Citations

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