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ERIC Number: EJ1124829
Record Type: Journal
Publication Date: 2017-Jan
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1741-4350
Teachers' Personal Learning Networks (PLNs): Exploring the Nature of Self-Initiated Professional Learning Online
Tour, Ekaterina
Literacy, v51 n1 p11-18 Jan 2017
In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self-initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers' self-initiated professional learning. Contributing to the debates about learning online, this article explores three teachers' self-initiated professional learning about digital technologies through their Personal Learning Networks. It reports the findings from a larger qualitative project and examines how the participants' digital literacy practices shaped their deliberate professional learning. The analysis identified several attributes of the participants' learning which, according to them, made professional learning appealing and effective: social, personalised, active and reciprocal, ongoing and blended. The article concludes by discussing how these findings can be used to draw out implications for teachers' professional learning.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A