Professional learning does not stop once formal coursework or required professional development sessions end. As education continues to evolve, teachers must find ways to stay current, reflective, and connected beyond the walls of their own classrooms and buildings. One way educators can do this is through the development of a personal learning network (PLN).
A personal learning network consists of the people, organizations, and digital spaces an individual intentionally connects with to support ongoing learning and professional growth, a concept widely discussed in the literature on connected educators (Haas et al., 2020). This week challenged me to take an honest look at my current PLN and to develop a plan for expanding it in more intentional and meaningful ways.
My Current Personal Learning Network
At the moment, my PLN is fairly limited and largely confined to my immediate professional environment. While I use several digital platforms regularly, most of my engagement is passive and local rather than outward-facing or network-driven.
For example, I maintain a Facebook account, but I do not use it for professional learning or networking. I do not post work-related content or connect with colleagues, as I prefer to keep that space separate from my professional life. Similarly, I use YouTube primarily as a consumer of content, particularly music-related and instructional videos. Although I have posted some school-related material in the past, I do not use YouTube as a networking tool, especially because students often discover and follow teacher channels.
The platform I use most consistently for professional purposes is Google Classroom. However, my use of Google Classroom is limited to communication and resource sharing within my own school building. While it supports collaboration at a local level, it does not connect me to educators beyond my immediate context.
Reflecting on this made it clear that while I am engaged with digital tools, I am not yet fully leveraging them as part of a broader, intentional PLN.
Planning for PLN Expansion
To move beyond a locally focused and mostly passive network, I plan to intentionally expand my PLN by engaging with professional organizations and broader online communities. Research suggests that meaningful professional learning often comes from exposure to new perspectives and “weak ties” beyond one’s immediate professional environment (Oddone et al., 2019).
One organization I plan to join is the American String Teachers Association (ASTA). ASTA offers access to research-based articles, webinars, national conferences, and professional learning opportunities specifically tailored to string educators. Many string teachers I know are active members, and joining ASTA would allow me to engage with best practices and current thinking in my discipline.
I also plan to expand my presence on LinkedIn. While I currently have an account, I have not fully used it as a professional learning tool. Moving forward, I plan to follow professional organizations, educators, and instructional designers, and to engage more intentionally with shared resources and discussions. LinkedIn also offers an opportunity to develop a professional digital identity that reflects both my teaching experience and my growing interest in instructional design.
Finally, I plan to explore X (formerly Twitter) as a professional learning space. Rather than jumping immediately into posting, my initial goal is to observe conversations, follow relevant educators and organizations, and engage with discipline-specific hashtags. This low-risk entry point allows me to learn how others use the platform professionally while gradually building confidence to participate more actively.
Why a PLN Matters for Professional Growth
One of the most important benefits of a personal learning network is increased professional agency, as PLNs allow educators to pursue learning aligned with their own interests and goals (Kennedy, 2018). PLNs allow educators to take ownership of their learning by pursuing topics and connections that align with their interests and needs, rather than relying solely on formal professional development.
PLNs also reduce professional isolation. Connecting with educators beyond one’s own building helps normalize challenges, share successes, and gain access to diverse perspectives. Exposure to these “weak ties” often leads to new ideas and opportunities that would not otherwise emerge.
Finally, PLNs help bridge the gap between formal and informal learning. Instead of isolated workshops or one-time trainings, PLNs support continuous, just-in-time learning that is embedded in real practice. Over time, this kind of learning can lead to deeper reflection, innovation, and professional satisfaction.
Moving Forward
This reflection made it clear that my PLN is still in an early stage of development. While I am comfortable using digital tools, I have not yet fully embraced their potential for broader professional connection. By intentionally expanding my PLN to include professional organizations and online communities, I hope to engage in more meaningful, self-directed learning and to become more connected to the wider educational community.
Developing a PLN is not about being everywhere at once, but about making thoughtful choices about where and how to connect. This plan represents a first step toward building a more intentional and sustainable professional learning network.
References
Haas, M. R. C., Haley, K., Nagappan, B. S., Ankel, F., Swaminathan, A., & Santen, S. A. (2020). The connected educator: Personal learning networks. Clinical Teacher, 17(4), 373–377. https://doi.org/10.1111/tct.13146
Kennedy, J. (2018). Towards a model of connectedness in personal learning networks. Journal of Interactive Online Learning, 16(1), 21–40.
Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals: A model to support professional learning through personal learning networks. International Review of Research in Open & Distance Learning, 20(3), 102–120. https://doi.org/10.19173/irrodl.v20i4.4082