The emergence of social networking technologies such as Twitter, Facebook, Email, SMS messages, Skype and the evolution of digital games have helped shape the new ways in which people are communicating, collaborating, operating and forming social constructs. In fact Richardson (2011) states that, “Recent research is showing us that these technologies are shaping the way we think, work and live” (p. 142).

With the many changes occurring in the fields of educational technology, curriculum, pedagogy, and law, it is imperative that educators receive opportunities for growth in their profession. One powerful way to grow is through developing a Personal Learning Network (PLN). PLNs enable educators to learn in accordance with their diverse interests and passions (Harasim, 1997).

Personal Learning Networks

The aim of this Blog is to establish my own professional online identity that will enable me to connect, communicate and contribute with other educators from around the state, country, and world.  According to Harasim (1997), Personal Learning Networks enable, “Teachers to become aware, empowered, confident learners” (p.  15). PLNs are a valuable tool in which removes the barriers of collaboration, corroboration, and general camaraderie as educators can extend their knowledge and learning outside the classroom, sharing ideas and information on a global scale. Educators with the use of PLNs can develop professionally and make professional connections and friendships around the world and also be apart of a collection of interconnected minds to solve problems (Richardson, 2011).

Furthermore, the use of this Blog will allow me to show evidence and reflection of my teaching experiences whilst at university during practicum placements. The framework of the NSW institute of Teachers’ Professional Teaching Standards will be used to identify and articulate quality teaching practices that focus on the knowledge and skills of teachers to improve and support learning and the varied nature of their work (NSW institute of Teachers, 2005).