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

Carpenter, Jeffrey P.; Krutka, Daniel G.

doi:10.1080/15391523.2014.925701

Cited by 348 publications

(271 citation statements)

References 25 publications

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“…Twitter has also been considered for self-directed professional development of in-service teachers (Visser, Evering, & Barrett, 2014). It has been claimed that in-service teachers have stated that the key role of Twitter is to overcome isolation and to be updated with novelties especially related to technology (Carpenter, 2014;Carpenter & Krutka, 2014a, 2014b. At a scholar level, Twitter usage is also related to the awareness of digital identity (Knight & Kaye, 2014;Veletsianos, 2013).…”

Section: Potential and Drawbacksmentioning

confidence: 99%

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Tur

Marín

2015

J. New Approaches Educ. Res.

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This paper presents research focused on the educational experience of students using the microblogging platform Twitter for debate activities in three groups in different teacher education programmes at the University of the Balearic Islands, Spain. The implementation of this technology-based task in a face-to-face class was introduced as an innovative experience as a way of enhancing student learning and fostering participation in the context of formal learning. The educational objectives of these activities, besides working on the topics of the debate, were to empower student teachers' Personal Learning Environments, engage student participation and enhance their use of social media and mobile devices for learning. Student perceptions were assessed by means of a questionnaire completed by them at the end of the courses. Tweets related to the debate were also collected in order to obtain some statistical data on student participation. Data collected allowed the researchers to observe student teacher engagement with the use of Twitter for the debate activity and its impact on their learning and understanding of the debate topic. Results also showed positive perceptions towards the use of social media in education and students' willingness for future use, learning opportunities from Twitter and the use of mobile technology were also envisioned. Finally, conclusions argue the implications for practice of the current study and highlight some issues for further research, such as the exploration of new and innovative uses for teachers' professional development and the empowerment of new activities and habits in learning on the move.

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Section: Potential and Drawbacksmentioning

confidence: 99%

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Tur

Marín

2015

J. New Approaches Educ. Res.

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“…Teachers appreciate Twitter because it is interactive, user friendly, immediate, connects them to other colleagues, and offers them personalized professional development opportunities (Carpenter & Krutka, 2014, 2015. They perceive the tool as an online forum for exchange with other professionals and also to reflect on practice (Davis, 2015;Wesely, 2013).…”

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confidence: 99%

Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?

Macià

Jordan

2017

IRRODL

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Teachers participate in social networking sites to share knowledge and collaborate with other teachers to create education-related content. In this study we selected several communities in order to better understand the networks that these participants establish in Twitter and the role that the social network plays in their activity within the community, especially related with peer production. We analyzed the topology of these networks in two ways: a) the indirect relations by counting followers and followed people; and b) the conversational networks by counting mentions in tweets. We also analyzed the communities' websites in order to elucidate whether their production was lightweight or heavyweight peer production. Results indicate that teacher networks adopt a community clusters archetype in which some teachers act as bridges between several groups. Although these networks do not form a tight crowd, their degree of tightness is superior to that of the general networks established in Twitter. Our results also indicate that the degree of tightness is important for sustaining heavyweight peer production and strong leadership can play a crucial role in establishing long-term commitment to a collective task.

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“…Proceedings of the 50th Hawaii International Conference on System Sciences | 2017 URI: http://hdl.handle.net/10125/41503 ISBN: 978-0-9981331-0-2 CC-BY-NC-ND participants' satisfaction increase, growth of skills related to ICT usage and to communication abilities [5][6][7][8][9][10]. In Higher Education Institutions social media are also utilized either as means of information or for publicity reasons.…”

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confidence: 99%

Social Media Use for Decision Making Process in Educational Settings: The Greek Case for Leaderships Views and Attitude in Secondary and Tertiary Education

Sideri

Filippopoulou²,

Rouvalis³

et al. 2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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

Cited by 348 publications

References 25 publications

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?

Social Media Use for Decision Making Process in Educational Settings: The Greek Case for Leaderships Views and Attitude in Secondary and Tertiary Education

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

Cited by 348 publications

References 25 publications

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Properties of Teacher Networks in Twitter: Are They Related to Community-Based Peer Production?

Social Media Use for Decision Making Process in Educational Settings: The Greek Case for Leaderships Views and Attitude in Secondary and Tertiary Education

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Product

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Social Media Use for Decision Making Process in Educational Settings: The Greek Case for Leaderships Views and Attitude in Secondary and Tertiary Education