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

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.

Keywords:

• Twitter
• social media
• connected educators
• personal learning networks (PLNs)

Acknowledgments

Thank you to all of the educators on Twitter who participated in this study and who continuously strive to improve their craft.

Additional information

Notes on contributors

Ryan D. Visser

Ryan D. Visser is a Clinical Faculty member in the Department of Teacher Education at Clemson University. His research interests focus on multimedia learning and the impact of social media on education. Please address correspondence regarding this article to Ryan Visser, Clemson University, 203 Tillman Hall, Clemson, SC 29634-0709, USA. E-mail: [email protected]

Lea Calvert Evering

Lea Calvert Evering is a sixth-grade English Language Arts teacher at Seneca Middle School in Oconee County, South Carolina. Her research interests include digital and multimodal writing in the K–8 classroom, as well as the implications of social media for professional development.

David E. Barrett

David E. Barrett is Alumni Distinguished Professor in the Department of Teacher Education at Clemson University. His areas of specialization are adolescent development and research methods and statistics.