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.

Citation

Visser, R.D., Evering, L.C. & Barrett, D.E. (2014). #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers. Journal of Research on Technology in Education, 46(4), 396-413. Retrieved April 22, 2021 from https://www.learntechlib.org/p/192420/.

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Keywords

• Collegiality
• computer mediated communication
• Educational Practices
• Elementary Secondary Education
• Mixed Methods Research
• Online Surveys
• Peer Relationship
• professional development
• social media
• social networks
• Statistical Analysis
• teacher attitudes
• Teacher Improvement
• Teacher Student Relationship
• Teacher Surveys
• Technological Literacy
• Technology Uses in Education
• Use Studies