Elementary schoolteachers’ use of Twitter: exploring the implications of learning through online social media

References

• Bebell, D., Russell, M., and O’Dwyer, L., 2004. Measuring teachers’ technology uses: why multiple-measures are more revealing. Journal of research on technology in education, 37 (1), 45-63. doi:10.1080/15391523.2004.10782425
   Google Scholar
• Ben-Peretz, M. and Kupferberg, I., 2007. Does teachers’ negotiation of personal cases in an interactive cyber forum contribute to their professional learning? Teachers and teaching, 13 (2), 125–143. doi:10.1080/13540600601152462
   Google Scholar
• Birman, B., et al., 2007. State and local implementation of the No Child Left Behind Act: vol. 2. Teacher quality under NCLB: interim report. Washington, DC: U.S.: Department of Education; Office of Planning, Evaluation and Policy Development; Policy and Program Studies Service.
   Google Scholar
• Bowen, G. A., 2009. Document analysis as a qualitative research method. Qualitative research journal, 9 (2), 27-40. doi:10.3316/QRJ0902027
   Google Scholar
• Boyd, D., et al., 2011. The influence of school administrators on teacher retention decisions. American educational research journal, 48 (2), 303–333. doi:10.3102/0002831210380788
   Web of Science ®Google Scholar
• Bransford, J., Brown, A., and Cocking, R., Eds., 2000. How people learn: brain, mind, experience, and school. Washington, DC: National Academy Press.
   Google Scholar
• Britt, V.G. and Paulus, T., 2016. Beyond the four walls of my building: a case study of #Edchat as a community of practice. American journal of distance education, 30 (1), 48–59. doi:10.1080/08923647.2016.1119609
   Web of Science ®Google Scholar
• Carlson, S. (2002, October-December). The missing link in educational technology: trained teachers [TechKnowLogia]. Available from: www.TechKnowLogia.org
   Google Scholar
• Carpenter, J.P. and Justice, J.E., 2017. Evaluating the roles of technology in the Global Read Aloud project. Computers in the schools, 34 (4), 284–303. doi:10.1080/07380569.2017.1387464
   Web of Science ®Google Scholar
• Carpenter, J.P. and Krutka, D.G., 2015. Engagement through microblogging: educator professional development via Twitter. Professional development in education, 41 (4), 707–728. doi:10.1080/19415257.2014.939294
   Web of Science ®Google Scholar
• Cho, V., 2016. Administrators’ professional learning via Twitter: the dissonance between beliefs and actions. Journal of educational administration, 54 (3), 340–356. doi:10.1108/JEA-03-2015-0024
   Web of Science ®Google Scholar
• Colwell, J. and Hutchison, A.C., 2018. Considering a Twitter-based professional learning network in literacy education. Literacy research and instruction, 57 (1), 5–25. doi:10.1080/19388071.2017.1370749
   Web of Science ®Google Scholar
• Confessore, N., et al. (2018). The follower factory. New York Times, Available from: https://www.nytimes.com/interactive/2018/01/27/technology/social-media-bots.html
   Google Scholar
• Couros, A., and Jarrett, K., 2011. Twitter. In: S. McLeod and C. Lehmann, eds. What school leaders need to know about digital technologies and social media. San Francisco, CA: John Wiley & Sons, 147–152.
   Google Scholar
• Creswell, J.W., 2014. Research design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
   Google Scholar
• Darling-Hammond, L., et al., 2009. Professional learning in the learning profession: a status report on teacher development in the United States and abroad. Stanford, CA: National Staff Development Council, Stanford University. Available from: https://learningforward.org/docs/pdf/nsdcstudy2009.pdf
   Google Scholar
• Darling-Hammond, L., Hyler, M.E., and Gardner, M., 2017. Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
   Google Scholar
• Davis, E.A. and Krajcik, J.S., 2005. Designing educative curriculum materials to promote teacher learning. Educational researcher, 34 (3), 3–14. doi:10.3102/0013189X034003003
   Google Scholar
• Davis, K., 2015. Teachers’ perceptions of Twitter for professional development. Disability and rehabilitation, 37 (17), 1551–1558. doi:10.3109/09638288.2015.1052576
   PubMed Web of Science ®Google Scholar
• DeMonte, J., 2013. High quality professional development for teachers. Washington, DC: Center for American Progress. July.
   Google Scholar
• Foley, J.M. and Kaiser, L.M.R., 2013. Learning transfer and its intentionality in adult and continuing education. In: L.M.R. Kaiser, K. Kaminski, and J.M. Foley, eds. J-B ACE single issue adult & continuing education: learning transfer in adult education (New Directions for Adult and Continuing Education). New York, NY: Jossey-Bass, 5–15.
   Google Scholar
• Forte, A., Humphreys, M., and Park, T., (2012). Grassroots professional development: how teachers use Twitter. Proceedings of the sixth international AAAI (Association for the Advancement of Artificial Intelligence) conference on weblogs and social media, June 4–72012, trinity college. Dublin, Ireland: Association for the Advancement of Artificial Intelligence. Available from: www.aaai.org
   Google Scholar
• Fullan, M., 2007. The new meaning of educational change. New York, NY: Teachers College Press.
   Google Scholar
• Greenhalgh, S.P., Rosenberg, J.M., and Wolf, L.G., 2016. For all intents and purposes: twitter as a foundational technology for teachers. E-Learning and digital media, 13 (1–2), 81–98. doi:10.1177/2042753016672131
   Google Scholar
• Greenhow, C., Robelia, B., and Hughes, J.E., 2009. Research on learning and teaching with web 2.0: bridging conversations. Educational researcher, 38 (4), 280–283. doi:10.3102/0013189X09336675
   Web of Science ®Google Scholar
• Guskey, T. R., 2003. What makes professional development effective? Paper presented at the American Educational Research Association.
   Google Scholar
• Guskey, T.R., 2000. Evaluating professional development. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Guskey, T.R. and Yoon, K.S., 2009. What works in professional development? Phi Delta Kappan, 90 (7), 495–500. doi:10.1177/003172170909000709
   Web of Science ®Google Scholar
• Hennessy, S., (2014). Bridging between research and practice: supporting professional development through collaborative studies of classroom teaching with technology. Available from: http://ebookcentral.proquest.com
   Google Scholar
• Hesse-Biber, S.N., 2010. Mixed methods research: merging theory with practice. New York, NY: Guilford Press.
   Google Scholar
• Hollstein, B., 2014. Mixed methods social networks research. In: S. Domínguez and B. Hollstein, eds. Mixed methods social networks research: design and applications. New York, NY: Cambridge University Press, 3–34.
   Google Scholar
• Hull, K. and Dodd, J.E., 2017. Faculty use of Twitter in higher education teaching. Journal of applied research in higher education, 9 (1), 91–104. doi:10.1108/JARHE-05-2015-0038
   Web of Science ®Google Scholar
• Ingersoll, R.M., 2001. Teachers turnover and teacher shortages: an organizational analysis. American educational research journal, 38 (3), 499–534. doi:10.3102/00028312038003499
   Web of Science ®Google Scholar
• Jones, W. and Dexter, S., 2014. How teachers learn: the roles of formal, informal, and independent learning. Educational technology research and development, 62 (3), 367–384. doi:10.1007/s11423-014-9337-6
   Web of Science ®Google Scholar
• Kennedy, M.M., 2016. How does professional development improve teaching? Review of educational research, 86 (4), 945–980. doi:10.3102/0034654315626800
   Web of Science ®Google Scholar
• King, K.P., 2010. Informal learning in a virtual era. In: C.E. Kasworm, A.D. Rose, and J.M. Ross-Gordon, eds. Handbook of adult and continuing education. Thousand Oaks, CA: SAGE, 421–429.
   Google Scholar
• Kyndt, E., et al., 2016. Teachers’ everyday professional development: mapping informal learning activities, antecedents, and learning outcomes. Review of educational research, 86 (4), 1111–1150. doi:10.3102/0034654315627864
   Web of Science ®Google Scholar
• Lawless, K.A. and Pellegrino, J.W., 2007. Professional development in integrating technology into teaching and learning: knowns, unknowns, and ways to pursue better questions and answers. Review of educational research, 77 (4), 575–614. doi:10.3102/0034654307309921
   Web of Science ®Google Scholar
• Lemon, N., 2014. Twitter and teacher education: exploring teacher, social, and cognitive presence in professional use of social media. Teacher education and practice, 27 (4), 532–560.
   Google Scholar
• Macià, M. and Garcia, I., 2017. Properties of teacher networks in Twitter: are they related to community-based peer production? International review of research in open and distributed learning, 18 (1), 110–141. doi:10.19173/irrodl.v18i1.2644
   Web of Science ®Google Scholar
• Maddux, C., and Cummings, R., 2004. Fad, fashion, and the weak role of theory and research in information technology in education. Journal of technology and teacher education, 12 (4), 511-533.
   Google Scholar
• Malcolm, J., Hodkinson, P., and Colley, H., 2003. The interrelationships between informal and formal learning. Journal of workplace learning, 15 (7/8), 313–318. doi:10.1108/13665620310504783
   Google Scholar
• Marsick, V., 2009. Toward a unifying framework to support informal learning theory, research and practice. Journal of workplace learning, 21 (4), 265–275. doi:10.1108/13665620910954184
   Google Scholar
• Masterman, L., 2013. The challenge of teachers’ design practice. In: H. Beetham and R. Sharpe, eds. Rethinking pedagogy for a digital age. Florence, England: Routledge, 64–77.
   Google Scholar
• McArthur, J.A. and White, A.F., 2016. Twitter chats as third places: conceptualizing a digital gathering site. Social media + society, 2 (3), 1–9. doi:10.1177/2056305116665857
   Web of Science ®Google Scholar
• McDonald, R. and Danino, N., 2015. Social media in education and the community. In: G. Brewer and R. Hogarth, eds. Creative education, teaching and learning: creativity, engagement and the student experience. Basingstoke, England: Palgrave Macmillan, 61–72.
   Google Scholar
• McMillan, J. H. 2008. Educational research: fundamentals for the consumer. Boston, MA: Pearson.
   Google Scholar
• Meier, E.B., 2005. Situating technology professional development in urban schools. Journal of educational computing research, 32 (4), 395–407. doi:10.2190/5KCQ-5VKQ-380X-JYND
   Google Scholar
• Meier, E.B., 2018. The collaboration imperative. In: L. Lin and J.M. Spector, eds. The sciences of learning and instructional design: constructive articulation between communities. New York: Routledge, 131–151.
   Google Scholar
• Merriam, S. B., 2009. Qualitative research: a guide to design and implementation (3rd ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Merriam, S.B. and Bierema, L.L., 2014. Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass. Available from: http://ebookcentral.proquest.com
   Google Scholar
• Mills, M., 2014. Effect of faculty member’s use of twitter as informal professional development during a preservice teacher internship. Contemporary issues in technology and teacher education, 14 (4), 451-467.
   Google Scholar
• Mueller, J., et al., 2008. Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers and education, 51, 1523–1537. doi:10.1016/j.compedu.2008.02.003
   Web of Science ®Google Scholar
• Nochumson, (2018). An investigation of elementary schoolteachers’ use of Twitter for their professional learning. Doctoral dissertation.
   Google Scholar
• OECD, 2017. Education at a Glance 2017: OECD Indicators. Paris: OECD Publishing. doi:10.1787/eag-2017-en
   Google Scholar
• OECD, 2019. Trends shaping education 2019. Paris: OECD Publishing. doi:10.1787/trends_edu-2018-en
   Google Scholar
• Onwuegbuzie, A.J. and Teddlie, C., 2003. A framework for analyzing data. In: A. Tashakkori and C. Teddlie, eds. Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage, 351–384.
   Google Scholar
• Opfer, V.D. and Pedder, D., 2011. Conceptualizing teacher professional learning. Review of educational research, 81 (3), 376–407. doi:10.3102/0034654311413609
   Web of Science ®Google Scholar
• Penuel, W.R., et al., 2007. What makes professional development effective? Strategies that foster curriculum implementation. American educational research journal, 44 (4), 921–958. doi:10.3102/0002831207308221
   Web of Science ®Google Scholar
• Project Tomorrow. (2017, June). Trends in digital learning: building teachers’ capacity and competency to create new learning experiences for students. Irvine, CA. Available from: http://www.tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html
   Google Scholar
• Resnick, L., 2010. Nested learning systems for the thinking curriculum. Educational researcher, 39 (3), 183–197. doi:10.3102/0013189X10364671
   Web of Science ®Google Scholar
• Sauers, N.J. and Richardson, J.W., 2015. Leading by following: an analysis of how K-12 school leaders use Twitter. National association of secondary school principals bulletin, 99 (2), 127–146.
   Google Scholar
• Singer, N. (2017, September 2). Silicon Valley courts brand-name teachers, raising ethics issues. New York Times. Available from: https://www.nytimes.com/2017/09/02/technology/silicon-valley-teachers-tech.html
   Google Scholar
• Spillane, J.P. and Seashore Louis, K., 2002. School improvement processes and practices: professional learning for building instructional capacity. Yearbook of the national society for the study of education, 101 (1), 83–104. doi:10.1111/j.1744-7984.2002.tb00005.x
   Google Scholar
• Sutcher, L., Darling-Hammond, L., and Carver-Thomas, D., 2016. A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute.
   Google Scholar
• The New Teacher Project (TNTP), 2015. The mirage: confronting the hard truth about our quest for teacher development. Washington, DC: Author.
   Google Scholar
• Trust, T., Krutka, D.G., and Carpenter, J.P., 2016. “Together we are better”: professional learning networks for teachers. Computers & education, 102, 15–34. doi:10.1016/j.compedu.2016.06.007
   Web of Science ®Google Scholar
• Tweetreports.com, (2018). Twitter chat schedule. Available from: https://www.tweetreports.com/twitter-chat-schedule/
   Google Scholar
• U.S. Department of Education, Office of Educational Technology, 2016. Future ready learning: reimagining the role of technology in education. Washington, DC: Author.
   Google Scholar
• Visser, R.D., Evering, L.C., and Barrett, D.E., 2014. #Twitterforteachers: the implications of Twitter as a self-directed professional development tool. Journal of research on technology in education, 46 (4), 396–413. doi:10.1080/15391523.2014.925694
   Google Scholar
• Webster-Wright, A., 2009. Reframing professional development through understanding authentic professional learning. Review of educational research, 79 (2), 702–739. doi:10.3102/0034654308330970
   Web of Science ®Google Scholar
• Wei, R. C., et.al., 2009. Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
   Google Scholar
• Wenger, E., 2011. Communities of practice: a brief introduction. Washington, DC: National Science Foundation. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/11736?show=full
   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. doi:10.1177/0022487113489032
   Web of Science ®Google Scholar
• Wood, D., 2007. Teachers’ learning communities: catalyst for change or a new infrastructure for the status quo? Teachers College record, 109 (3), 699–739.
   Web of Science ®Google Scholar
• Wright, N., 2010. Twittering in teacher education: reflecting on practicum experiences. Open learning, 25, 259–265. doi:10.1080/02680513.2010.512102
   Google Scholar