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ERIC Number: EJ1058342
Record Type: Journal
Publication Date: 2014-Dec
Pages: 17
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1528-5804
Effect of Faculty Member's Use of Twitter as Informal Professional Development during a Preservice Teacher Internship
Mills, Michael
Contemporary Issues in Technology and Teacher Education (CITE Journal), v14 n4 p451-467 Dec 2014
Educators have increasingly turned to Twitter as a means for receiving professional development and building and sustaining professional learning communities. This paper reports the results of a study of 82 undergraduate preservice teachers and their attitudes regarding Twitter as a medium for informal professional development support during their internships. Preservice teachers were invited to follow a faculty-mediated Twitter account and subsequently reported their willingness to continue using Twitter after their internships. Data from the end of the internships, as well as a follow-up of those continuing to follow the Twitter account 2 years after their internships, were analyzed for trends in acceptance of Twitter as an informal means of professional development support. Findings show that most preservice interns who followed the faculty-mediated Twitter account were inclined to using Twitter after their internships to learn about new classroom strategies and new technologies.
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A