Citations (127)
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Yurika Ito. (2023) Why do teachers participate in technology-focused online language teacher communities on Facebook?. Journal of Research on Technology in Education 0:0, pages 1-14.
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Hunhui Na & K. Bret Staudt Willet. (2022) Affinity and anonymity benefitting early career teachers in the r/teachers subreddit. Journal of Research on Technology in Education 0:0, pages 1-18.
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Jeffrey Carpenter, Tania Tani, Scott Morrison & Julie Keane. (2022) Exploring the landscape of educator professional activity on Twitter: an analysis of 16 education-related Twitter hashtags. Professional Development in Education 48:5, pages 784-805.
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Assel Sharimova & Elaine Wilson. (2022) Informal learning through social media: exploring the experiences of teachers in virtual professional communities in Kazakhstan. Professional Development in Education 0:0, pages 1-13.
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Christopher W. Parrish & W. Gary Martin. (2022) Cognitively demanding tasks and the associated learning opportunities within the MathTwitterBlogosphere. International Journal of Mathematical Education in Science and Technology 53:2, pages 364-402.
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Sarah Prestridge, Lokita Purnamika Utami & Katherine Main. (2021) A cross-cultural comparison: the socio-technical affordances of social media as a professional learning tool for teachers. Teacher Development 25:5, pages 549-566.
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Zachary Clancy & Heng-Yu Ku. (2021) Shared values and beliefs of classroom teachers who operate as transformative intellectuals in online communities. Educational Media International 58:3, pages 261-279.
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K. Bret Staudt Willet & Jeffrey P. Carpenter. (2020) Teachers on Reddit? Exploring contributions and interactions in four teaching-related subreddits. Journal of Research on Technology in Education 52:2, pages 216-233.
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Yue Li & Marianne E. Krasny. (2020) Development of professional networks among environmental educators. Professional Development in Education 46:2, pages 337-353.
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Harry Bett & Lazarus Makewa. (2020) Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya. Asia-Pacific Journal of Teacher Education 48:2, pages 132-146.
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Pamela Beach & Jen McConnel. (2019) Eye tracking methodology for studying teacher learning: a review of the research. International Journal of Research & Method in Education 42:5, pages 485-501.
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Ibrahim Yildirim. (2019) Using Facebook groups to support teachers’ professional development. Technology, Pedagogy and Education 28:5, pages 589-609.
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H. Smith Risser, SueAnn Bottoms & Candice Clark. (2019) “Nobody else organized”: teachers solving problems of practice in the Twitterblogosphere. Educational Media International 56:4, pages 269-284.
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Judy Larsen & Christopher W. Parrish. (2019) Community building in the MTBoS: Mathematics educators establishing value in resources exchanged in an online practitioner community. Educational Media International 56:4, pages 313-327.
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K. Bret Staudt Willet. (2019) Revisiting How and Why Educators Use Twitter: Tweet Types and Purposes in #Edchat. Journal of Research on Technology in Education 51:3, pages 273-289.
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Christina Hajisoteriou, Christiana Karousiou & Panayiotis Angelides. (2018) INTERACT: building a virtual community of practice to enhance teachers’ intercultural professional development. Educational Media International 55:1, pages 15-33.
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Torrey Trust & Brian Horrocks. (2017) ‘I never feel alone in my classroom’: teacher professional growth within a blended community of practice. Professional Development in Education 43:4, pages 645-665.
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Torrey Trust. (2017) Motivation, Empowerment, and Innovation: Teachers' Beliefs About How Participating in the Edmodo Math Subject Community Shapes Teaching and Learning. Journal of Research on Technology in Education 49:1-2, pages 16-30.
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James B. Bigsby & William A. Firestone. (2017) Why Teachers Participate in Professional Development: Lessons from a Schoolwide Teacher Study Group. The New Educator 13:1, pages 72-93.
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Torrey Trust. (2016) New Model of Teacher Learning in an Online Network. Journal of Research on Technology in Education 48:4, pages 290-305.
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Olzan Goldstein & Yehuda Peled. (2016) Pedagogical aspects of integrating wikis in pre-service teacher education. Technology, Pedagogy and Education 25:4, pages 469-486.
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James Robson. (2016) Engagement in structured social space: an investigation of teachers' online peer-to-peer interaction. Learning, Media and Technology 41:1, pages 119-139.
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Jeffrey Paul Carpenter. (2016) Unconference professional development: Edcamp participant perceptions and motivations for attendance. Professional Development in Education 42:1, pages 78-99.
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Anwar Ahmed. (2015) Teacher professional learning in online communities: toward existentially reflective practice. Reflective Practice 16:6, pages 806-820.
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Kerry Davis. (2015) Teachers’ perceptions of Twitter for professional development. Disability and Rehabilitation 37:17, pages 1551-1558.
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Jeffrey P. Carpenter & Daniel G. Krutka. (2015) Engagement through microblogging: educator professional development via Twitter. Professional Development in Education 41:4, pages 707-728.
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M. Lynch. (2015) Guys and dolls: a qualitative study of teachers’ views of gendered play in kindergarten. Early Child Development and Care 185:5, pages 679-693.
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Torrey Trust. (2015) Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community. Journal of Digital Learning in Teacher Education 31:2, pages 73-81.
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Barbara Fresko & Fadia Nasser-Abu Alhija. (2015) Induction seminars as professional learning communities for beginning teachers. Asia-Pacific Journal of Teacher Education 43:1, pages 36-48.
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Jeffrey P. Carpenter & Daniel G. Krutka. (2014) How and Why Educators Use Twitter: A Survey of the Field. Journal of Research on Technology in Education 46:4, pages 414-434.
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Laura K. Sindberg. (2014) Perceptions and perspectives of music teachers in urban settings: isolation, conversation and collaboration. Music Education Research 16:4, pages 387-403.
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Kyounghye Seo. (2014) Professional learning of observers, collaborators, and contributors in a teacher-created online community in Korea. Asia Pacific Journal of Education 34:3, pages 337-350.
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Derrick Mears, Matthew Martin & Rachel Browning-Johnson. (2012) Google Groups. Journal of Physical Education, Recreation & Dance 83:7, pages 55-56.
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Greg Taranto. (2011) New-Teacher Induction 2.0. Journal of Digital Learning in Teacher Education 28:1, pages 4-15.
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RuthA.W. Berry. (2011) Voices of experience: general education teachers on teaching students with disabilities. International Journal of Inclusive Education 15:6, pages 627-648.
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Kathryn I. Matthew, Emese Felvegi & Rebecca A. Callaway. (2009) Wiki as a Collaborative Learning Tool in a Language Arts Methods Class. Journal of Research on Technology in Education 42:1, pages 51-72.
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