ERIC Number: EJ1169518
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Considering a Twitter-Based Professional Learning Network in Literacy Education
Colwell, Jamie; Hutchison, Amy C.
Literacy Research and Instruction, v57 n1 p5-25 2018
This study explored how 26 preservice secondary content teachers perceived their experiences participating in and developing a Twitter-based professional learning network focused on disciplinary literacy. Participants completed blog reflections and anonymous online surveys to reflect on their experiences, which served as data for this study. A phenomenological approach was used to analyze data, and three themes emerged from analysis related to preservice teachers' perceptions: (a) the complexity of posting professional resources and ideas to Twitter, (b) skepticism concerning participation in an online professional learning network, and (c) value in access to multiple educators, disciplinary experts, and classroom resources. Implications for these results are discussed in regard to developing professional learning networks in preservice teacher education to support disciplinary literacy.
Descriptors: Preservice Teachers, Preservice Teacher Education, Social Media, Student Journals, Electronic Journals, Phenomenology, Student Surveys, Online Surveys, Reflective Teaching, Electronic Learning, Content Area Reading, Literacy, Qualitative Research, Computer Mediated Communication, Student Teacher Attitudes
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A