#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers

Autor/inn/en	Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E.
Titel	#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers
Quelle	In: Journal of Research on Technology in Education, 46 (2014) 4, S.396-413 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2014.925694
Schlagwörter	Social Media; Computer Mediated Communication; Professional Development; Elementary Secondary Education; Mixed Methods Research; Technology Uses in Education; Teacher Surveys; Online Surveys; Use Studies; Teacher Attitudes; Peer Relationship; Collegiality; Social Networks; Statistical Analysis; Technological Literacy; Teacher Student Relationship; Teacher Improvement; Educational Practices + Suchen Sie Ihr Suchwort? Soziale Medien; Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Lehrerverhalten; Peer-Beziehungen; Kollegialität; Social network; Soziales Netzwerk; Statistische Analyse; Technisches Wissen; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01