| This dissertation took a close look at language teachers' preferences and movements toward online Personal Learning Networks (PLNs) through the lens of four case studies. A PLN consists of people, tools, or nodes from which a teacher obtains knowledge or with which a teacher connects. PLNs enhance professional development models to be more effective in the digital age and better coincide with the way adults learn. Data was gathered through an online survey, two semi-structured interviews and digital artifacts (various tools utilized by the participants within their PLN and outputs such as tweets, blog posts, comments, and posts on social networking sites). Focusing on the conversations and narratives allowed the researcher to identify themes. Among the themes were how these teachers' PLNs supported their teaching, helped them keep up with new challenges in their practices, and changed their conceptualization of ESL professional development. The data from the survey, interviews, and the digital artifacts were analyzed using Creswell's thematic analysis.;Looking through a community of practice, connectivist, and andragogy perspectives, this qualitative study revealed three emergent themes. First, teachers migrated to PLNs to establish communality; specifically, to connect with reliable people and to reduce the sense of isolation felt by the teachers. Second these teachers used PLNs to informally learn and share with others which included gaining and sharing knowledge, having access to reliable resources, and to engage in lifelong learning. Finally, their goals included to improve professionally, particularly to have access to continuous and individualized professional development, enhance their teaching, collaboratively and cooperatively learn with others, and engage in reflective thinking. |
