While prior research suggests that many educators turn to social media to grow and enhance professional learning networks (PLNs) that extend beyond their schools, little is known about how PLNs shift over time. In this exploratory study, we investigated the nature of continuity and change in the PLNs of 192 K-12 and university educators from 17 countries. Participants responded to our request to comment on PLN descriptions they provided in a previous 2014 survey, and then identify continuity and change during the intervening years. Respondents overwhelmingly expressed that their PLNs had changed over the four years between the two surveys. The causes of PLN changes appeared to be diverse, dynamic, and interrelated. Various proximal and distal factors contributed to changes in professional activities. We frame the study through social ecological systems theory, discuss the significance of these findings, and consider implications for K-12 and higher education professional learning. Educators and those who lead and support their professional learning should reflect upon and attend to PLN change to ensure more educative results for teachers and students.

中文翻译：

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教育工作者专业学习网络的连续性和变化

虽然之前的研究表明，许多教育工作者转向社交媒体来发展和增强超出学校范围的专业学习网络 (PLN)，但对 PLN 如何随时间变化的了解甚少。在这项探索性研究中，我们调查了来自 17 个国家的 192 名 K-12 和大学教育工作者的 PLN 的连续性和变化的性质。参与者回应了我们的要求，对他们在 2014 年之前的调查中提供的 PLN 描述发表评论，然后确定其间几年的连续性和变化。绝大多数受访者表示，在两次调查之间的四年中，他们的 PLN 发生了变化。PLN 变化的原因似乎是多样的、动态的和相互关联的。各种近端和远端因素促成了职业活动的变化。我们通过社会生态系统理论来构建研究，讨论这些发现的意义，并考虑对 K-12 和高等教育专业学习的影响。教育工作者和那些领导和支持他们的专业学习的人应该反思并关注 PLN 的变化，以确保为教师和学生带来更多的教育成果。