Teachers’ perceptions of Twitter for professional development

Abstract

Purpose: The aim of this study was to determine how school teachers in the United States (US) perceived using Twitter as a means for professional development, engagement in communities of practice, and any benefits or drawbacks to participating in Twitter. Method: This qualitative research utilized an embedded case design with three sources of data: (a) three consecutive months of tweet data from late 2011 archived on the host website, relating to #EdChat, a weekly online chat in Twitter about education issues; (b) interviews with 19 school teachers in the US who participated in the #EdChat online discussions in Twitter; and (c) Twitter bio and Tweet data of the 19 teachers interviewed. All data were entered into NVIVO (QSR International Pty. Ltd., Doncaster, Australia) for content thematic coding, and The Communities of Practice and Connectivist Conceptual Framework was used to inform this analysis. The researchers’ interpretations were verified with participants, and data triangulated across all sources to strengthen confidence in the results. Results: Five main themes and 17 subthemes emerged from the data across all sources. The main themes were teachers’ perceptions of sharing knowledge and resources, Twitter promoting a sense of belonging, Twitter providing meaningful professional development, and teachers’ views on the technical benefits and drawbacks of using Twitter. Conclusion: Regardless of years teaching, subject area, or age, educators perceived Twitter as providing an online forum to reflect upon practice, exchange knowledge and experience, and be in the presence of supportive colleagues. While participants experienced the pace and volume of information as being overwhelming at times, educators developed skills to managing this and perceived discussions to be learner-centered and supportive. Teachers valued the sense of community and learning that they reported were not otherwise available in their own physical workplace. Overall, participants perceived that the benefits of participation in online Twitter chats for learning outweighed any drawbacks experienced. This article includes implications for future research and how social network sites may be used as a supportive venue for educators, therapists, and students, including individuals with disabilities.

Implications for Rehabilitation

• Social networking sites such as Twitter may provide teachers instant access to information and colleagues to support professional growth.

• Social networking sites such as Twitter may provide a forum for teachers to feel professionally and emotionally supported by a larger learning community.

• Social networking sites such as Twitter may provide a learner-centered way for teachers to access meaningful professional development.

• Communities of practice
• informal learning
• online communities
• PLNs
• social network sites
• virtual learning

Acknowledgements

The author would like to thank the teachers who took the time to participate in this research project. The author would also like to thank the doctoral committee that guided and meticulously reviewed the process and findings of this research, and the friends and family that supported the hours of work which contributed to the success of this project.

Declaration of interest

The author reports no declarations of interest.