Technology Supported Professional Learning Networks
Projects in this space have investigated teacher professional development and professional learning networks (PLNs) and the role of technology in supporting these.
In the video-case below, UTS pre-service teachers discuss their use of self-initiated online PLNs (top RHS of Table above) to support their development as teachers. Given these activities are mostly mediated by use of their mobile devices, the activities are then examined through the lens of the iPAC Framework.
You might also like to explore the ipac framework
The iPAC Framework highlights three approaches that are distinctive to mobile learning: Personalisation, Authenticity and Collaboration (or ‘PAC’). How learners experience these signature mobile pedagogies is influenced by how they exploit a more flexible ‘time-space’ (or context) when learning with mobile devices.