How and Why Educators Use Twitter: A Survey of the Field

References

• Ahrenfelt, J. (2013). Immersive learning in the history classroom: How social media can help meet the expectations of a new generation of learners. In T. Haydn (Ed.): Using new technologies to enhance teaching and learning in history (pp. 152–161). Abingdon, UK: Routledge.
   Google Scholar
• Badge, J., Johnson, S., Moseley, A., & Cann, A. (2012). Observing emerging student networks on a microblogging service. Journal of Online Learning and Teaching, 7(1), 90–98. Retrieved from http://jolt.merlot.org/vol7no1/cann_0311.htm
   Google Scholar
• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
   Google Scholar
• Blumengarten, J. (n.d.). Some educational hashtags. Retrieved from http://www.cybraryman.com/edhashtags.html
   Google Scholar
• Brown, E. (2012, January 22). Teachers take to Twitter to improve craft and commiserate. Washington Post. Retrieved from http://articles.washingtonpost.com/2012-01-21/local/35439858_1_twitter-chat-three-teachers-lesson-plans
   Google Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Carpenter, J. P. (2014). Twitter's capacity to support collaborative learning. International of Journal Social Media and Interactive Learning Environments, 2(2), 103–118.
   Google Scholar
• Carpenter, J. P., & Krutka, D. G. (2014). Chat it up: Everything you wanted to know about Twitter chats but were afraid to ask. Learning and Leading with Technology, 41(5), 10–15.
   Google Scholar
• Chamberlin, L., & Lehman, K. (2011). Twitter in higher education. In C. Wankel (Ed.), Educating educators with social media (pp. 375–392). Bingley, UK: Emerald Group Publishing.
   Google Scholar
• Chen, L., & Chen, T. L. (2012). Use of Twitter for formative evaluation: Reflections on trainer and trainees’ experiences. British Journal of Educational Technology, 43(2), E49–E52. doi:10.1111/j.1467-8535.2011.01251.x
   Web of Science ®Google Scholar
• Domizi, D. P. (2013). Microblogging to foster connections and community in a weekly graduate seminar course. TechTrends, 57(1), 43–51.
   Google Scholar
• Dubrovsky, V. J., Kiesler, S., & Sethna, B. N. (1991). The equalization phenomenon: Status effects in computer-mediated and face-to-face decision making groups. Human Computer Interaction, 6(2), 119–146.
   Google Scholar
• Duggan, M., & Smith, A. (2013, December 30). Social media update 2013. Pew Research Center's Internet & American Life Project. Retrieved from http://pewinternet.org/~/media//Files/Reports/2013/Social%20Networking%202013_P
   Google Scholar
• Dunlap, J. C., & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129–135.
   Google Scholar
• Ebner M., Lienhardt C., Rohs M., & Meyer I. (2010) Microblogs in higher education—A chance to facilitate informal and process-oriented learning. Computers & Education, 55(1), 92–100.
   Web of Science ®Google Scholar
• Elavsky, C. M., Mislan, C., & Elavsky, S. (2011). When talking less is more: Exploring outcomes of Twitter usage in the large-lecture hall. Learning, Media and Technology, 36(3), 215–233.
   Web of Science ®Google Scholar
• Ferriter, W. M., Ramsden, J. T., & Sheninger, E. C. (2012). Building social media connections. Principal, 91(3), 18–19.
   Google Scholar
• Forte, A., Humphreys, M., & Park, T. (2012). Grassroots professional development: How teachers use Twitter. Proceedings of the 6th International AAAI Conference on Weblogs and Social Media, Dublin, Ireland (pp. 106–113). Retrieved from http://www.aaai.org/ocs/index.php/ICWSM/ICWSM12/paper/view/4585/4973
   Google Scholar
• Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York, NY: Routledge.
   Google Scholar
• Hawley, W. D., & Valli, L. (2007). Design principles for learner-centered professional development. In W. D. Hawley & D. L. Rollie (Eds.), The keys to effective schools: Educational reform as continuous improvement (pp. 117–137). Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Hodges, C. (2010). If you Twitter, will they come? EDUCAUSE Quarterly, 33(2). Retrieved from http://www.educause.edu/ero/article/if-you-twitter-will-they-come
   Google Scholar
• Hur, J. W., & Brush, T. A. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of K–12 teachers? Journal of Research on Technology in Education, 41, 279–303.
   Google Scholar
• Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A.J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press.
   Google Scholar
• Junco, R., Elavsky, C. M., & Heiberger, G. (2012). Putting Twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Educational Technology, 44(2), 273–287. doi:10.1111/j.1467-8535.2012.01284.x
   Web of Science ®Google Scholar
• Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132.
   Web of Science ®Google Scholar
• Kassens-Noor, E. (2012). Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets. Active Learning in Higher Education, 13(1), 9–21.
   Web of Science ®Google Scholar
• Krutka, D. G. (2014). Social media as a catalyst for convergence culture: Immersing pre-service social studies teachers in the social media terrain. In W. B. Russell (Ed.), Digital social studies (pp. 271–302). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Krutka, D. G., & Milton, M. K. (2013). The Enlightenment meets Twitter: Using social media in the social studies classroom. Ohio Social Studies Review, 50(2), 22–29.
   Google Scholar
• Kurtz, J. (2009). Twittering about learning: Using Twitter in an elementary school classroom. Horace, 25(1), 1–4.
   Google Scholar
• Lee, V. R., Shelton, B. R., Walker, A., Caswell, T., & Jensen, M. (2012). Retweeting history: Exploring the intersection of microblogging and problem-based learning for historical reenactments. In K. K. Seo & D. A. Pellegrino (Eds.), Designing problem-driven instruction with online social media (pp. 23–40). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
   Google Scholar
• Lowe, B., & Laffey, D. (2011). Is Twitter for the birds? Using Twitter to enhance student learning in a marketing course. Journal of Marketing Education, 33(2), 183–192.
   Google Scholar
• Lu, A. (2011, July 13). Twitter seen evolving into professional development tool. Education Week, 30(36), 20.
   Google Scholar
• Madden, M., Lenhart, A., Cortesi, S., Gasser, U., Duggan, M., Smith, A., & Beaton, M. (2013, May 21). Teens, social media, and privacy. Pew Research Center & Berkman Center for Internet & Society. Retrieved from http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf
   Google Scholar
• Matteson, A. (2010). Tweacher(n): The Twitter enhanced teacher. School Library Monthly, 27(1), 22–23.
   Google Scholar
• Mason, L., & Metzger, S.A. (2012). Reconceptualizing media literacy in the social studies: A pragmatist critique of the NCSS position statement on media literacy. Theory and Research in Social Education, 40(4), 436–455.
   Google Scholar
• Porterfield, K., & Carnes, M. (2011). Twitter: Not just about ham sandwiches. Educational Leadership, 68(8). Retrieved from http://www.ascd.org/publications/educational-leadership/may11/vol68/num08/[email protected]
   Google Scholar
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
   Google Scholar
• Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press.
   Google Scholar
• Rinaldo, S. B., Tapp, S., & Laverie, D. A. (2011). Learning by tweeting: Using Twitter as a pedagogical tool. Journal of Marketing Education, 33(2), 194–204.
   Google Scholar
• Risser, H. S. (2013). Virtual induction: A novice teacher's use of Twitter to form an informal mentoring network. Teaching and Teacher Education, 35, 25–33.
   Web of Science ®Google Scholar
• Sample, M. (2010, August 16). A framework for teaching with Twitter [Web log]. Retrieved from http://chronicle.com/blogs/profhacker/aframework-for-teaching-with-twitter/26223
   Google Scholar
• Seaman, J., & Tinti-Kane, H. (2013, October). Social media for teaching and learning [online]. Pearson Learning Solutions and Babson Survey Research Group. Retrieved from http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0
   Google Scholar
• Sprinthall, N. A., Reiman, A. J., & Thies-Sprinthall, L. (1996). Teacher professional development. In J. P. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 666–703). New York, NY: Macmillan.
   Google Scholar
• Twitter, Inc. (n.d.). About. Retrieved from https://twitter.com/about
   Google Scholar
• U.S. Department of Education. (2010). National education technology plan 2010. Retrieved from http://www.ed.gov/technology/netp-2010
   Google Scholar
• Van Dijck, J. (2011). Tracing Twitter: The rise of a microblogging platform. International Journal of Media and Cultural Politics, 7(3), 333–348. doi:10.1386/macp.7.3.333_1
   Google Scholar
• Voorn, R. J. J., & Kommers, P. A. M. (2013). Social media and higher education: Introversion and collaborative learning from the student's perspective. International Journal of Social Media and Interactive Learning Environments, 1(1), 59–73.
   Google Scholar
• Vrasidas, C., & Zembylas, M. (2004). Online professional development: Lessons from the field. Education and Training, 46(6/7), 326–334.
   Google Scholar
• Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the U.S. & abroad (Technical report). Oxford, OH: Learning Forward; Stanford, CA: Stanford Center for Opportunity Policy in Education.
   Google Scholar
• Wesely, P. M. (2013). Investigating the community of practice of world language educators on Twitter. Journal of Teacher Education, 64(4), 305–318.
   Web of Science ®Google Scholar
• Wright, N. (2010). Twittering in teacher education: Reflecting on practicum experiences. Open Learning, 25(3), 259–265.
   Google Scholar
• Young, J. (2009, November 23). Teaching with Twitter: Not for the faint of heart. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Teaching-With-Twitter-Not-for/49230
   Google Scholar