The Connected Educator Chapter 2

   Chapter 2 of The Connected Educator discusses developing a connected learning model. The author begins the chapter by stating that "teachers' primary interactions are with family, local community, and colleagues we work with or meet face-to-face in professional settings" (Nussbaum-Beach). She then goes on to discuss connected learning communities. These connected learning communities offer educators several different ways to connect and collaborate. Nussbaum-Beach then states that "The connected learning community model advances a three-pronged approach to professional development" (Nussbaum-Beach). This three-pronged approach consists of the local community (purposeful, face-to-face connections among members of a committed group—a professional learning community (PLC)), the global network (individually chosen, online connections with a diverse collection of people and resources from around the world—a personal learning network (PLN)), and the bounded community ( a committed, collective, and often global group of individuals who have overlapping interests and recognize a need for connections that go deeper than the personal learning network or the professional learning community can provide—a community of practice or inquiry (CoP)).

   Later in the chapter, the author begins to discuss common language. She states that "a shared vocabulary will help the reader understand the unique traits and roles of several connected learning strategies" (Nussbaum-Beach). As a future teacher, I believe that it is important to have a common language so that the students are able to understand and comprehend what the teacher is trying to communicate through their lessons. It is critical that everyone is one the same page.

   Nussbaum-Beach continues the chapter by discussing in depth professional learning communities, personal learning networks, and communities of practice. She begins this discussion by saying "professional learning communities are about continuous improvement, shared leadership, and school reform. High-functioning professional learning communities engage in collective and continuous inquiry, participate in thoughtful conversations about their professional learning, devise strategies to improve instruction, act on what they have created, and reflect together" (Nussbaum-Beach). This quote most basically means that in professional learning communities, educators have a set of common goals and they work as a team to accomplish them. The author concludes her discussion on professional learning communities by stating that participating in a professional learning community is an important step in becoming a connected educator.

   Nussbaum-Beach then goes on to talk about personal learning networks. She states that "personal learning networks are about individuals gathering information and sharing resources that enhance their personal and professional learning" (Nussbaum-Beach). In personal learning networks, we select and choose our own set of connections as we work toward independent learning experiences. I personally like that the author said that educators design for themselves in order to further both their short-term and long-term goals for professional growth and personal learning.

   Finally, Nussbaum-Beach discusses communities of practice. Communities of practice are "systems of collective critical inquiry and reflection focused on building a shared identity and a collective intelligence garnered over time" (Nussbaum-Beach). To be more specific, communities of practice are made up of individuals who share a common interest. According to cognitive anthropologist, "a community of practice is a group made up of like-minded individuals who share an interest, a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis” (Wenger, McDermott, & Snyder, 2002, p. 4). One community of practice for example could be teachers and/or future teachers. They all share a interest and passion for teaching students, and they also deepen their knowledge and expertise by interacting through blogs, forums, and other social media platforms on an ongoing basis.

   I believe that I can use professional learning communities, personal learning networks, and communities of practice in my field of study as an education major in many ways. As previously mentioned, professional learning communities are about working as a team with your colleagues. As a future teacher, I can meet with my colleagues or visit their classrooms so that we can collectively work together toward our common goal. As for personal learning networks, I can design my network to help me with both my short-term and long-term goals as an educator. Finally, as stated above, I can utilize communities of practice as a teacher by interacting with other teachers through blogs, forums, and other social media platforms so that I may continue to deepen and expand my knowledge that I will pass on to my students.