Personal Learning Networks for Teachers
This scenario considers pre-service teachers’ use of connective apps on their mobile devices to establish and grow their professional learning networks (or PLNs). They use these apps to forge links with peers, teachers and professional organisations (see
https://sites.google.com/site/educatorplns/ ). These activities are then examined (from 6:31 mark in video) using the Mobile Pedagogy Framework (or iPAC) with a particular focus on Collaboration. (See also Credits and Resources for this video case)
Objective of this scenario:
The main objective is to establish the pre-service teachers' PLNs as vehicles for developing their professional identities through interactions with peers and the profession.
Description of the learning scenario
In this scenario, pre-service secondary teachers at an Australian university use mobile devices to participate in a ‘global conversation’ through their emerging professional learning networks (or PLNs). They used a range of apps to support their PLN development, including LinkedIn, Twitter Facebook, Instagram and Edmodo. They were introduced gently to the world of PLNs by firstly asking them to link with each other (in their own cohort) before branching out. The activities focused on a range of topics in the context of their studies and school-based practicum.
Impact of the learning scenario on students
The pre-service teachers used their mobile devices to flexibly participate in their learning networks. They took some time to ‘find their voice’ in what can initially be an intimidating global platform, before graduating beyond mere information-seeking, to more seamless dialogue and resource sharing. They eventually found ‘trusted links’ and connections—people and organisations—for their emerging PLN. Their PLN will provide a platform for career-long learning after graduation.
Social media apps such as Twitter, Instagram, Facebook
How could this scenario be extended?
Teacher educators need to model exemplary digital citizenship practices with their own professional use of social media. Apart from further development of their PLNs, pre-service teachers can extend their use of mobile devices to also mediate their interactions in face-to-face approaches such as TeachMeets (see