Reflection

Professional Learning Network and Professional Learning

Professional learning networks (PLN) play a crucial role in developing teacher knowledge and practice and thus, impacting student learning and achievement, this is illustrated through standard 7.4. Throughout this digital learning unit, I have had the opportunity to engage with multiple PLNs such as communicating through Teams and collaborating through Padlets and blog posts to further my teaching knowledge. Since undertaking this unit I have discovered that Twitter is a valuable way to source new information regarding teaching and HPE specifically. I have utilised this platform by retweeting (see figure 1.) the articles I find relevant and useful and storing many of them on my Padlet (See figure 2.). ATSIL (2020) supports this use of social media for professional development, outlining many benefits such as:

· Engaging with resources appropriate to context and subject

· Engage with content globally

· Build PLN to learn from and share with.

Prior to engaging with the PLNs through this unit I regularly emailed teachers from previous placements (See figure 3.) to share ideas and up to date research and articles, this was great for my continued learning between praxis placements. Additionally, I am a member of an online Facebook group which is a convenient platform to discuss aspects of content and assignments that I'm unsure about or need clarifying.

I had a positive experience with the collaboration activities throughout this unit, finding a group to collaborate weekly with on the blog posts made me feel part team and gave me contact with peers with who I could gain and offer advice, I noticed I felt a better sense of belonging and found it easy to learn from one another. This closely links to Vygotsky's sociocultural theory of cognitive development whereby he strongly believed that community is vital for "making meaning" in learning (Vygotsky, 1978 cited in McLeod, 2020).

Digital literacy is considered a core skill alongside reading, writing, numeracy and oral communication (DESE, 2020). The department of education believe it is crucial for future careers that teachers and students have digital competency, therefore continual professional learning in digital literacy is essential for improving teaching practice as required by APST 6.2. Learning has been defined by Driscoll (2000 as cited in Siemens, 2005) as "a persisting change in human performance or performance potential which must come about as a result of the learner’s experience and interaction with the world” (p.11). Through my experience of interactions during all professional praxis placements I have sought to deepen my professional learning through professional conversations, staff meetings, lesson feedback, and workshops in order to implement changes to improve my practice and ultimately improve student learning, therefore, demonstrating my commitment to meet APST 6.2.