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ERIC Number: ED553309
Record Type: Non-Journal
Publication Date: 2013
Pages: 137
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-5381-8
ISSN: N/A
An Implementation of a Twitter-Supported Personal Learning Network to Individualize Teacher Professional Development
Deyamport, W. H., III.
ProQuest LLC, D.Ed. Dissertation, Capella University
In this action research study, eight teachers at an elementary school were trained in the use of Twitter to support the development of a personal learning network as a strategy to address non-differentiated professional development at the school. The main research question for this study was: In what ways, if any, can the use of a Twitter-supported personal learning network enhance teachers' personal professional development? Data sources were: Participants' Twitter feeds, weekly in-person meetings, focus group interviews, the researcher's journal, and a survey administered at the conclusion of the study. The results were mixed. Data analysis indicated that a Twitter-supported personal learning network was useful in meeting the individual professional learning needs of some, but not all participants. Secondary research questions addressed how Twitter can be used to develop a personal learning network, the types of resources and learning opportunities teachers would find using Twitter, teachers' perceptions of the value of a personal learning network to support their professional learning goals, teachers' perceptions of the efficacy of Twitter to individualize professional development, and whether teachers' progress toward a professional development goal via the use of a personal learning network could be enhanced. The results of the secondary questions indicated that Twitter was useful in developing a personal learning network; all of the participants reported finding value in a Twitter-supported personal learning network in supporting the individual professional learning needs of teachers. However, during the course of the study, only three of the participants enhanced their progress towards their professional development goal via the use of a personal learning network. Another three participants posted a limited number of tweets, and followed the conversations of the selected people on Twitter. Though they were passive participants, they reported finding links to websites and other resources related to their professional development goals. The remaining two participants did not enhance their personal professional development via the use of a Twitter-supported personal learning network. They reported not having the time to tweet, a lack of confidence in the credibility of authors of tweets, and a lack of interest in using Twitter themselves. [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/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A