NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1247487
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: N/A
Elementary Schoolteachers' Use of Twitter: Exploring the Implications of Learning through Online Social Media
Nochumson, Talia C.
Professional Development in Education, v46 n2 p306-323 2020
Teachers' use of online social networking to support their learning may have important implications for classroom teaching practices. This mixed methods study investigated how elementary schoolteachers used Twitter professionally. Teachers described what they learned from Twitter and how they applied their new learning to their teaching. Technology integration techniques emerged as a key finding for what teachers reportedly learned. Teachers also described using information they learned to alter their teaching practices and to identify other educational opportunities. With demand for technology integration in schools and related professional development on the rise, these findings have implications for teachers, school leaders, and policymakers. This study's findings suggest Twitter may hold value as a legitimate platform for continuous teacher learning. However, information adopted from Twitter must be critically evaluated for evidence-based practices as opposed to responding to the latest fads.
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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A