A personal learning network (PLN) supports collaboration among a group of learners who are interested and passionate about a specific topic. PLN connects individuals from across the globe who wish to learn and share knowledge and experiences through connection and communication. The goal of PLN’s is to learn and discover more about a common interest. Geographic barriers to collaboration are removed through the use of technology. Web 2.0 allows for the creation and distribution of knowledge across the globe at any time responding to diverse needs, supporting teachers’ professional growth (Trust, Krutka & Carpenter, 2016). The learning platforms can range from face-to-face meetings to social media groups, hashtags and networks. As a participant in a PLN the learners are the teachers and the teachers are the learners.
The learning theory behind PLN’s is connectivism, developed by George Siemens. It was developed and rooted in e-learning environments (Goldie, 2016). Siemens (2005) explains that educators create and participate in PLN’s to share resources and learn through active participation. According to Morrison (2013), PLN’s take time and energy; learning is an iterative process that occurs within a network and it can be improved by expanding one’s professional network. Learning is the process of creating, connecting, participating and pruning networks (Siemens, 2019). The learning is shared within the network, those within the network will take the educators learning and test it for themselves. This ongoing cyclical process is active and requires participation from educators.
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Digital citizenship practices through social media networks support the professional development of educators. Educators who participate in PLN’s are networked to educators creating their digital footprint through active participation in social networks grounded in e-learning and e-communication. PLN’s have proven to provide educators with professional development by integrating new knowledge and practices into the classroom (Ekaterina, 2017). Lindsay (2009) promotes educators taking risks by starting to use platforms such as Twitter to expand their learning network. Elementary educators will grow as professionals by learning, through active participation in such networking opportunities and build their confidence from sharing their own practices.
Collaboration through networks keeps educators informed and inspired that support 21st-century learning (Cooke, 2012). Educators can increase their knowledge and improve their performance by sharing resources and practices across geographic boundaries and beyond their own school or system learning environment (Wegner, 2011). Collaboration involves both learning and sharing however, the PLN model naturally fosters collaboration among educators and mitigates barriers.