Proposal Synopsis (Proposal ID# 60835852)
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|Category/Subcategory||Concurrent Session -- Lecture|
|Session Title||Personal Learning Networks (PLNs) for Professional Learning Communities (PLCs)|
|Session Description||Personal learning is a foundation of successful PLCs. Build your own Personal Learning Network to support your professional development and diffuse innovation within your PLC.|
|Theme and Strand||Professional Learning:Online Professional Development|
|Keywords||professional learning community, PLC, personal learning network, PLN, edtechteam|
|Audience Focus Primary||Principals/Head Teachers|
|Audience Focus Secondary||Teachers|
|Audience Grade Level||PK-12|
|Audience Skill Level||Beginner|
|Strategic Objectives||Provide leadership|
|Whiteboard Request||No whiteboard needed|
|Purpose & Objectives||
Participants will be able to articulate...
The importance of a Personal Learning Network (PLN) for their own professional development - and for diffusion of innovation in their school’s PLC.
Personal learning is one of the foundations of a successful PLC - and an element of any successful organizational change effort. This session focuses on tools that can be used by any member of a PLC to build their own Personal Learning Network (PLN), which can not only support their own professional development but can also be an efficient means of diffusing innovation within the PLC. Learn to connect with a community of like minded professionals, make contributions, have conversations, and make requests in your times of need. Powerful free tools and social media such as Twitter and Ning make this possible for your PLC.
Learning to Network & Networking to Learn
Two-Way Web Stories
IM and Video Chat
Learning to Network & Networking to Learn
The following are representative of the research and resources that informed the development of this session.
DuFour, R., Eaker, R. (1998). Professional learning communities at work: best practices for enhancing student achievement. Bloomington, IN: Solution Tree.
DuFour, R., DuFour, R., & Eaker, R. (2006). Professional learning communities at work plan book. Bloomington, IN: Solution Tree.
DuFour, R., DuFour, R., Eaker, R., & Karhanek, G., (Ed.). (2004). Whatever it takes:
Eaker, R., DuFour R., & DuFour, R. (2002). Getting started: reculturing schools to
Hipp, K. K. (2003). Trust as a foundation in building a learning community. In Huffman, J. B., & Hipp, K. K. Reculturing schools as professional learning communities (pp. 109-120). Lanham, MD: ScarecrowEducation.
Hipp, K. K., & Huffman, J. B. (2004). Two professional learning communities: tales from the field. In Hord, S. M. (Ed.), Learning together, leading together: changing schools through professional learning communities (pp. 71-83). New York: Teachers College Press.
Huffman, J. B. & Hipp, K. K. (2003). Reculturing schools as professional learning
Hord, S. M. (Ed.). (2004). Learning together, leading together: changing schools through professional learning communities. New York: Teachers College Press.
Lenssen, P. (2008). Google Apps Hacks: Tips and Tools for Unlocking the Power of Google Applications. Cambridge, Ma: O'Reily.
Roberts, S. M., & Pruitt, E., Z. (2003). Schools as professional learning communities: collaborative activities and strategies for professional development. Thousand Oaks, Ca: Corwin Press.
Stone, R., & Cuper, P. H. (2006). Best practices for teacher leadership: what award-
Wald, P. J., & Castlebury, M. S. (2000). Educators as learners: creating a professional learning community in your school. Alexandria, VA: Association for Supervision & Curriculum Development.
Google for Educators
Google Teacher Academy Resources
Google Workshop for Educator Resources
For a more detailed sample outline complete with links and resources, please see recent workshop versions of this presentation here:
Formerly a high school English teacher, Dr. Wagner has served as an educational technology coordinator at the site, district, and county levels. He is now the president of EdTechTeam, Inc., which provides professional development and consulting services to schools, districts, and other educational institutions. In this capacity, he is the CUEtoYOU professional development coordinator for Computer Using Educators (CUE). He is also a Google Certified Teacher and director of the Google Teacher Academy. He has a Ph.D. in Educational Technology and a masters degree in Cross-Cultural Education.
A portion of Dr. Wagner's Ph.D.research focused on using technology to support professional learning communities. He has spent six years leading a variety of workshops and presentations to teach educators about Web 2.0 technologies. Over the past two years, he has focused increasingly on the use of technology (and specifically Google Docs) to support PLCs, delivering several workshops and keynotes on the subject. He is passionate about helping teachers and administrators to transform their practice, their schools, and the learning experience of their students.