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“Together we are better”: Professional learning networks for teachers
ARTICLE

, University of Massachusetts Amherst, United States ; , Texas Woman’s University, United States ; , Elon University, United States

Computers & Education Volume 102, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

Trust, T., Krutka, D.G. & Carpenter, J.P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102(1), 15-34. Elsevier Ltd. Retrieved November 14, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.06.007

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