ABSTRACT
Connected Learning is a digital-era, equity-oriented framework for designing openly networked, production-oriented, inquiry-based learning experiences. The framework was constructed to address issues of educational equity and engagement through fostering youth’s social capital in and beyond school, especially through digital networking. While previous studies on social capital have shown that teachers also benefit from strategic development of professional networks (Baker-Doyle, 2011; Pil & Leana, 2009), few studies exist examine how Connected Learning could be applied in teacher education to support teacher networking. This chapter describes the outcomes of a study conducted in a teacher education course on Connected Learning. Using social network theory as a lens, the authors analyzed case studies of five participants, completed an analysis of online content, and identified themes related to participation and networking that occurred during the course. This chapter draws from the findings to highlight implications about the adaptations teacher educators may need to make in order to effectively teach the Connected Learning approach to adult learners.
