ERIC Number: EJ1090579
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
How and Why Educators Use Twitter: A Survey of the Field
Carpenter, Jeffrey P.; Krutka, Daniel G.
Journal of Research on Technology in Education, v46 n4 p414-434 2014
While the microblogging service Twitter is increasingly popular among educators and offers numerous affordances for learning, its relationship with formal education systems remains complicated by generally ambivalent educator attitudes and institutional policies. To better understand the role Twitter plays in education, we conducted a survey of 755 K-16 educators that yielded quantitative and qualitative data concerning how and why the medium is used. Respondents reported intense and multifaceted utilization of the service, with professional development (PD) uses more common than interactions with students or families. Educators valued Twitter's personalized, immediate nature, and the positive and collaborative community it facilitated. Many cited Twitter's role in combating various types of isolation and described it as superior to traditional professional development. We finish by discussing implications for educators, researchers, and educational institutions.
Descriptors: Social Media, Computer Mediated Communication, Teacher Attitudes, Technology Uses in Education, Use Studies, Teacher Surveys, Professional Development, Professional Isolation, Electronic Publishing, Web Sites, Class Activities, Synchronous Communication, Asynchronous Communication, Online Surveys, Statistical Analysis, Classroom Communication, Educational Benefits, Foreign Countries
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; United Kingdom; United States
Grant or Contract Numbers: N/A