The study presented in this paper integrates a research project whose main goal is to explore new approaches to teacher education and professional development that emerge from the Web 2.0 paradigm. In this paper we present three different experiences on the use of social networks for the creation of a virtual community whose main goal is the professional development of teachers. The first experience is a Portuguese project named dajaneladomeujardim – (http://janelajardim.ning.com/). The second example is a north american project created and managed by Steve Hargadon and called Classroom 2.0 (http://www.classroom20.com/). The third project cames from Brasil and is called Eadamazon – Portal de EAD e e-learning da Amazónia (www.eadamazon.com). Lessons learned from the analysis of those projects will be presented and discussed.

The study presented in this paper integrates a research project whose main goal is to explore new approaches to teacher education and professional development that emerge from the Web 2.0 paradigm. In this paper we present three different experiences on the use of social networks for the creation of a virtual community whose main goal is the professional development of teachers. The first experience is a Portuguese project named dajaneladomeujardim – (http://janelajardim.ning.com/). The second example is a north american project created and managed by Steve Hargadon and called Classroom 2.0 (http://www.classroom20.com/). The third project cames from Brasil and is called Eadamazon – Portal de EAD e e-learning da Amazonia (www.eadamazon.com). Lessons learned from the analysis of those projects will be presented and discussed.

Teachers are expected to be able to keep up with the technological development in the classroom. Integrating ICT into teaching is a complex process and they may encounter a number of difficulties. They seek opportunities for professional development, so that they can meet the needs of students leading to recognition as a “reform-minded” educator. Social networking/WEB2.0 which is the technology connecting people is providing new opportunities for professional development by assisting to remain current on skills important for teachers’ role. Aim of our research is to study, for the specific professional category of school teachers, which are the professional skills which can be strengthened through social networking and which tools are the most appropriate for this goal. Based on a collection of information from various sources we present a series of conclusions which can be the basis for the design of training programs on how to effectively use social networking. Article visualizat...

Traditional professional development methods are not optimal for international school educators because of isolation, lack of funds and time to attend, disconnected content and inability to make a difference in the pedagogical approaches teachers use. The creation of online Personal Learning Networks (PLNs) has been suggested as an augment to or a replacement for traditional approaches. The purpose of this mixed methods study was three-fold: (a) to discover if international school educators are using social media for professional learning and if so, what tools they are choosing to use, (b) to discover if a relationship exists between the use of social media tools for informal professional learning and change in the pedagogical practices used by the teachers in international schools; and finally, (c) to describe how the use of social media may lead to a change in pedagogical practice. An explanatory sequential mixed method design was used to achieve this purpose, including 270 participants in the first phase and five in the second phase. Data collection included a quantitative online survey instrument and qualitative online interviews. Revealed in the findings was that international school teachers use various social media tools that meet specific needs, to build a PLN. Through intentional action international school educators supplemented professional development and changed their teaching practice creating an expanded and more authentic, constructivist learning environment. The PLNs in this study were able to reduce or remove the major concerns regarding professional development in international schools such as cost, contextual relevance, unvaried approaches and limited time.

In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with Information and Communications Technology (ICT) and its use as a key component of their pedagogy. The aim of the project was to examine the advantages of online modes of professional development where an online network of teachers was built without any face-to-face contact and where the approach for professional development was personalised and self-directed. Six geographically removed schools in Queensland were involved, with twelve teachers participating over the school year supported by a mentor. A Social Networking Sitewall.fm was used to facilitate private and public communication. Findings reveal that if demand driven dialogue and a sense of presence is created to support the development of an online network it can sustain engagement without the need ...

The issue of teachers' professional development is a challenge for educational systems and educational experts as a result of the rapid changes that occur in societies and affect the educational process. These changes including the tremendous development of communication technology, have led both educational institutions and self-motivated teachers to digital platforms in search of professional development. Formal platforms have been established by educational institutions, and informal platforms have been established on the social networks of teachers. This study examines the professional knowledge in the teachers' online social networks (TOSN) in terms of editing and exchanging. This study also seeks the factors affecting this knowledge in order to analyze these networks and evaluate the role in the teachers' professional development and recording the advantages of these communities for investing in future projects for the establishment of such platforms. The study fou...