In The Connected Educator, authors Sheryl Nussbaum-Beach and Lani Ritter Hall integrate professional development that is currently working in schools with a new modelconnected learning communities. Connected learning communities are a three-pronged approach to effective professional development using the local (professional learning community), contextual (personal learning network), and global (community of practice) environments. Connected learners take responsibility for their own professional development. They figure out what they need to learn and then collaborate with others to construct the knowledge they need. Instead of waiting for professional learning to be organized and delivered to them, connected learners contribute, interact, share ideas, and reflect.

The book draws heavily on the authors' experience as members and leaders of connected learning communities. This model shifts the locus of control to each reader, the connected learner, rather than vesting it in outsiders, higher-ups, and professional development consultants. The intent is to help each educator, as well as the partners, parents, and policymakers who support him or her, improve learning and teaching in and beyond the classroom walls.

The authors emphasize the importance for educators to embrace the technological revolution permeating society. To remain relevant to students, educators need to use the networked landscape of learning to re-envision what happens inside schools and classrooms. The time has come to reject incremental change and to radically transform education to reflect the current global community. Teachers must learn to model connectedness and enable students to develop personal learning networks, made up of people and resources from both their physical and virtual worldsbut first teachers must become connected collaborators themselves. The need for teachers to fully exploit the transformative potential of emerging learning technologiesand to do it within a global frameworkis the focus of The Connected Educator.

Chapter 1 sets the stage for understanding what it is to be a connected learner. Chapter 2 makes a case for connected learning in communities. Chapter 3 explores the importance of being a learner first, educator second. Chapter 4 looks at developing a collaborative culture and a mind-set that supports connected learning. Chapter 5 invites readers to explore free and affordable technologies and virtual environments that support collaborative learning. Chapter 6 guides readers through the steps of implementing a connected learning community. Chapter 7 examines how to sustain the momentum of professional learning using scale as a strategy for co-creating and improving a learning community. Chapter 8 focuses on leadershipsystem, school, and teacher leadershipin a distributive model. Chapter 9 looks at what the future holds for the connected learner and what being a connected learner means for each reader.

Benefits

• Each chapter starts with an "Our Stories" sectiona personal, chapter-specific author vignette in regard to leading and learning in networks and communities.
• End-of-chapter "Get Connected" sections provide educators with step-by-step instructions on how to utilize a particular technology tool.
• "Think About" feature boxes ask readers to reflect on chapter topics.
• "Putting It in Practice" feature boxes provide relevant, real-life examples of educators using technology tools to enhance their classrooms and schools.
• Comprehensive appendices discuss the research behind the authors' connected learning community model and scale.
• Hashtags throughout the book and in appendix C allow readers to connect online so they can extend their learning outside the book.