RSA 4 Networked Professional Learning for Teachers

RSA #4 ‘Follow’ Me: Networked Professional Learning for Teacher

Link to online reference: http://files.eric.ed.gov/fulltext/EJ1016021.pdf

This week we read two articles exploring the developing roles social media plays in professional learning. Using social media to develop professional learning communities, outside the typical school building and day, is a growing option for teachers. These articles point out that professional development needs to be ongoing and relevant, with materials and ideas that can be developed today, and used tomorrow. Through the use of Web 2.0, teachers have access to a larger community of fellow teachers, however this is underutilized and the potential barely tapped. Lightle references use of Middle School Portal 2 Math and Science Pathways (MSP2). Members are attracted by the math and science content, and interact socially, yet members only make a few additions or edits to the wiki pages. “Members have not assumed active facilitation of the site. Were it not for project staff and for teacher leader’s posting, adding content, or responding to discussions, there would be little overt activity.” (Lightle, 2010, p. 53) Both of this week’s articles had something in common, teachers tend to value trainings, conferences, and professional development as more valuable when networking is involved. MSP2 offers interaction with other professionals, as does other social networking sites. Duncan-Howell references favorable experiences that, “1. presented different strategies that can be improved in the classroom; 2. exposed them to new ideas and techniques by a specialist from a particular area: 3. allowed them to participate and be creative; and 4. allowed them to be present as well as observe.” (Duncan-Howell, 2009, p. 330) Social networks allow teachers to ability to be present for discussions, but not required to participate; have access to resources and learn from other, without feeling compelled to comment, or contribute.

              The next article discusses the use of Twitter as a means for professional development. Top rated educators were examined, as well as popular hashtags, #edtech and #edchat. The wealth of information, or professional development opportunities, this lead to was wide-ranging. Tweets lead to outside links and articles, not the personal comments others may assume to dominate Twitter. Holmes references Meyer’s 2012 writings, “as they recognize it (Twitter) as an invaluable means of finding like-minded professionals.” (Holmes, Peterson, Shaw, & Buchanan, 2013, p. 57) Networking with other professionals is prevalent, and the sharing of knowledge. Linking new, relatively inexperienced teachers, with more seasoned educators is a positive outcome of social networking.

The articles read discuss similar ideals revolving in and around professional development, relating to the topics of: being sustained over a period of time, elevating feelings of teacher isolation, the need to be collaborative, ideas being directly relating to student learning, the ability just be present, and the professional development being “initiated and controlled personally” (Holmes, Peterson, Shaw, & Buchanan, 2013, p. 56) as it relates to the content sought.  Professional development is necessary, and the development of these social networks only enhances and enriches the opportunities for development. “This study provides support for the notion that professional learning with these characteristics could be accomplished through the use of Twitter in order to establish teacher networks or facilitate access to new resources and information.” (Holmes, Peterson, Shaw, & Buchanan, 2013, p. 63) These articles, and others like it, suggest that; there are as many avenues to explore as there are professionals, since the experience will be personal, and self-directed when the network is through social interaction. The ideas behind social networking as being the latest opportunity for professional development is encouraging.

References

Duncan-Howell, J. (2009). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324-340. doi:10.1111/j.1467-8535.2009.00953.x  Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1009776-dt-content-rid-4416804_2/courses/8988.201430/EDT-6030-Online-Template_ImportedContent_20130911124320/Howell-Teachers%20Making%20Connections.pdf

Holmes, K., Peterson, G., Shaw, K., & Buchanan, R. (2013, December). 'Follow' Me: Networked Professional Learning for Teachers. Australian Journal of Teacher Education, 38(12), 54-65. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1016021.pdf

Lightle, K. (2010, November/December). Using Social Media to Build an Online Professional Learning Network of Middle Level Educators. Knowledge Quest, 39(2), 48-53. Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1009775-dt-content-rid-4416811_2/courses/8988.201430/EDT-6030-Online-Template_ImportedContent_20130911124320/Lightle-Using%20Social%20Media.pdf