Increasingly, researchers concerned with the effects of digital technology have hypothesized that the millennial generation does not think or process information like its predecessors. In an age of disruptive technology changing culture and learning, new teachers continue to leave the classroom within the first five years of service. Among the various reasons for this exodus, research often points to the nonsocial and isolating culture of the teaching profession and the lack of Web 2.0 technologies--namely social networking--used to support professional and personal growth for new teachers in the digital age. This qualitative study explored the benefits of Web 2.0 technologies on a new generation of millennial teachers who gather in communities of practice (CoPs) for professional development (PD), as part of an online teacher induction program. The 11 chosen participants comprise new teachers as mentees and their veteran teacher mentors. After observations of online discussions and a series of follow-up phone interviews with the participants, the study used a netnography methodology to identify and test for connective capital gains attained through the educational theory of connectivism. Two basic findings were uncovered: (a) the need to use technology not only for teaching, but more ubiquitously as an essential tool in ongoing professional development, including communicating, collaborating, and learning with other professionals; and (b) the need for time and proper resources to help new teachers use technology effectively. Recommendations call for increasing CoP engagement and changes in school work structures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]