Web 2.0 contesto per l'apprendimento continuo di comunità professionali?

The book presents the new perspectives opened in teachers lifelong learning and teacher traing with the technology of web 2.0 ans social networks. Today schools must evolve in order to become and be a learning organizations which are effective professional learning communities. Evidences of international comparative research on students´ learning results and teachers´ beliefs in both national and international contexts emphasize the need to improved the quality of teacher training. Improving teachers´ learning and interpreting them as professionals becomes a critical step to transforming schools and improving the quality of the whole system. All members of professional learning communities bring the work of improving and developing progressive student learning together. The work and review of practices are characterized by strong professional relationships, an adequate time devoted to collaboration and effective communication. To build and to develop professional learning communities of teachers, to organize and to propose continuous quality training, require the confrontation with the extraordinary development that has occurred in information and communication technologies. Specifically the Web 2.0 and social networks. The development of these technologies provides an opportunity to make a strong contribution to the creation, dissemination and sharing of new knowledge. Professional learning communities are able to access universal information and, at the same time, they are simultaneously producers and consumers of information and learning processes. With regard to what is produced, the new information can be provided to and retrieved by anyone, at anytime, and anywhere, through the web 2.0 and social networks. These actions - if intentional objects of reflection - strengthen human capabilities. These actions are designed as mastery of higher cognitive processes that are involved in the preparation and production of information. The products of the cognitive and social process become, once made public, opportunities for further learning experiences.