Key to developing the new skill set is engaging in appropriate tasks over an extended period with a professional learning community that provides knowledge, support and encouragement. Attributes of professional learning communities include: supportive and shared leadership, collective creativity, shared values and vision, supportive conditions, and shared personal practice. Social networking technologies (e.g., Facebook, Ning, Twitter) are particularly appropriate as tools for communication, sharing, and just-in-time information within the learning community. Applying the continuous support and feedback of a professional learning community is vital as teachers take on the challenge of acquiring the new global skill set themselves and then being co-learners with their students within the new learning ecology of the 1:1 classroom.

Obviously, professional learning communities have been around for some time and have met with varying levels of success. One might assume that schools inherently are learning organizations, but as we know they are often structured in a ways that inhibit collaboration and innovation. Research suggests that professional learning communities can be effective in supporting teachers to acquire important knowledge and skills as school communities to promote relationships that build organizational capacity (Darling-Hammond, et al., 2009). These relationships increasingly are sustained through online interactions (Yang & Lui, 2004; Barab, Kling & Gray, 2004) but are also effective as structured face-to-face interactions (Graham, 2007). Obviously, with emerging technologies come new possibilities for how educators can use virtual environments for professional exchanges and learning experiences. As online professional learning communities become more pervasive, teachers will have an increased number of options to connect with professionals from around the world to enrich their knowledge and teaching expertise. Teachers will create their own personalized interlocking networks as they sample from a variety of resources and become more sophisticated consumers of online learning opportunities. We believe that the professional learning communities and networks will take on new forms and dimensions providing additional opportunities for educators to experience continuous learning within their educational organizations.