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Effect of Faculty Member's Use of Twitter as Informal Professional Development During a Preservice Teacher Internship
ARTICLE

, University of Central Arkanas, United States

CITE Journal Volume 14, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Educators have increasingly turned to Twitter as a means for receiving professional development and building and sustaining professional learning communities. This paper reports the results of a study of 82 undergraduate preservice teachers and their attitudes regarding Twitter as a medium for informal professional development support during their internships. Preservice teachers were invited to follow a faculty-mediated Twitter account and subsequently reported their willingness to continue using Twitter after their internships. Data from the end of the internships, as well as a follow-up of those continuing to follow the Twitter account 2 years after their internships, were analyzed for trends in acceptance of Twitter as an informal means of professional development support. Findings show that most preservice interns who followed the faculty-mediated Twitter account were inclined to using Twitter after their internships to learn about new classroom strategies and new technologies.

Citation

Mills, M. (2014). Effect of Faculty Member's Use of Twitter as Informal Professional Development During a Preservice Teacher Internship. Contemporary Issues in Technology and Teacher Education, 14(4), 451-467. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved February 22, 2019 from .

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