91 Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 7 DOI: 10.4018/978-1-4666-0014-0.ch007 INTRODUCTION Quality teacher preparation programs understand that both teaching and learning are social processes that require vibrant communities in order to thrive (see, for example, Cochran-Smith & Lytle, 1999; Grossman et al., 2001). The definition of “com- munity,” however, has evolved in the digital age. It is not uncommon for close friends to communi- cate daily on social networks such as Facebook, while only meeting infrequently in person. And it is now more common for business colleagues to network via online spaces such as LinkedIn than on the golf course. For today’s students, develop- Oliver Dreon Millersville University, USA Nanette Marcum-Dietrich Millersville University, USA Supporting Teacher Development through Social Networking ABSTRACT Over the last decade, social networking has emerged as a new way for groups to communicate and col- laborate online. Especially popular with “digital natives” who have grown up with technology infused in all facets of their daily lives, social networking is changing the way people interact and altering traditional views of community and participation. Recent educational reform movements have advocated for teacher educators to embrace learning communities as a way to prepare and support new teachers. Considering the current student population in schools of education and their affinity for digital communication, social networking can be used to foster online learning communities where preservice teachers’ development can be supported. This chapter examines social networking and outlines recent research related to its use in the support of teacher education. The chapter concludes with design considerations for teacher educators who wish to develop social networks to foster their own online learning communities.