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ERIC Number: EJ1090578
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1539-1523
EISSN: N/A
#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers
Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E.
Journal of Research on Technology in Education, v46 n4 p396-413 2014
This mixed-methods study explores how K-12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results indicated that teachers highly value Twitter as a means of self-directed professional development. Respondents who reported using Twitter multiple times a day were more likely to use it for professional purposes than personal ones. Chief among the reported perceived benefits were professional development and meaningful relationships that teachers formed with other teachers who use Twitter. Implications for practice, including the ability for teachers to seek professional development for their specific needs, are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A