YEARS K–6 IDEAS FOR THE CLASSROOM
Using Online Professional Learning Networks (PLNs) (continued)
HOW CAN YOU HELP?
Please become part of this international research.
I am really keen to know your opinions about using your PLN,
and how it contributes to your professional learning and/or
development of your science teaching. You are all invited to
use the link provided below to contribute to the research
discussion.
LINK to online international survey (Phase 1 of study): https://
bit.ly/2G4jwc5 Thank you.
If you would like any more information regarding this study
please contact me: [email protected] or my
supervisor, Associate Professor Matthew Kearney: Matthew.
[email protected]
In addition to social, affective, cognitive and identity gains, Trust,
Krutka & Carpenter’s (2016) study reported almost all participants
(96%, n=487, approximately 25% elementary teachers) were
“modifying teaching practice as a result of what they learned
from their PLNs” (p.25) (albeit self-reported) and Trust & Horrocks
(2018) state all of their participants from a professional learning
community called DEN (Discovery Educator Network) reported
positive outcomes for their learning and teaching as a result
of their engagement. Specifically, more connected learning
collaborations for their students; implementing new tools and
technologies; as well as new strategies “shaped” and benefitted
students’ deeper learning. Teachers (staff and school leaders)
were gaining immediately relevant and applicable knowledge for
their workplace, from their self-directed involvement and shared
interactions, within an online community. As a special interest,
purpose-built group, these interactions, could represent the
entirety or only one part of a teachers’ PLN; regardless, teachers
were thought to be developing professionally. The internet allows
for extended PLNs and provides access to many groups for
teachers to choose beyond their own school. Groups can be
provided or moderated by staff from educational institutions, or
informally initiated and run by educators like themselves. Many
teachers now use PLNs in order to stay inspired, learn new
approaches and gain support while they implement them. So
what is the value for primary science teachers? The intention of
this study is to explore gaps in the available literature relating to
detail, nature and possible extent of development through online
interactions. The implications of results from this study could
be significant for in-service and pre-service primary teachers,
if using PLNs has value for developing their own professional
knowledge and practice, within science education.
Could PLNs offer professional development
opportunities beyond the usual modes of TPD?
The consensus seems to be that these online spaces offer
interesting polycontextuality; across platforms, international
teacher groups (of varying experience, niche and broad expertise
and differing opinion groups); a collective knowledge base yet
personalisation of professional learning interactions (Tour, 2017).
Whether formally (institutional) or informally (interested user)
initiated and monitored, the value of multiple online collaborative
and individual spaces, people and tools; and the detailed
interactions mediated by technology, are under-explored. In the
Australian NESA Teaching Professional Development survey
(2017), while participant teachers reported favouring face-to-
face professional development activities, online networks were
another highly preferred method. PLN use is gaining traction
as it can offer multipurpose, multiple contexts for professional
learning and development at scale.
PLN activities could be better utilised, and may be under-
recognised by employers for their potential value as self-directed
teacher professional development. This is surprising when
the issues of effective primary science teacher professional
development still exist, and there are beneficial findings as to
the value of PLN’s. Teachers may be “liking” their work more (a
pun on social media thumbs-up responses) as a consequence
of using their PLNs, according to Rensfeldt, Hillman & Selwyn
(2018).
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SCIENCE EDUCATIONAL NEWS VOL 68 NO 1