The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
#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.
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Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
The Discovery of Grounded Theory; Strategies for Qualitative Research
Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968) · Nursing Research · doi:10.1097/00006199-196807000-00014 · Cited by 39,449
What is Twitter, a social network or a news media?
Kwak, H., Lee, C., Park, H., & Moon, S. (2010) · Proceedings of the 19th international conference on World wide web · doi:10.1145/1772690.1772751 · Cited by 6,652
Cited by
“Together we are better”: Professional learning networks for teachers
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016) · Computers & Education · doi:10.1016/j.compedu.2016.06.007 · Cited by 559
Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.07.008 · Cited by 323
Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146812012200602 · Cited by 162
Opinions of Faculty Members on the Effects of Using Social Media in Higher Education
Gencel, N., Elmabaredy, A., & Semerci, Ç. (2023) · International Journal of Research in Education and Science · doi:10.46328/ijres.3154 · Cited by 3
Metadata
- Authors
- Visser, R. D., Evering, L. C., & Barrett, D. E.
- Venue
- Journal of Research on Technology in Education
- Publisher
- Informa UK Limited
- Published
- 2014-08-13
- Volume
- 46
- Issue
- 4
- Pages
- 396-413
- ISSN
- 1539-1523 (ISSN-L)
- 1945-0818
- OpenAlex
- W2002598932
- Cited by
- 192
- References
- 3
- FWCI
- 49.54
- Type
- journal article
- Language
- en
- Open access
- closed
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- Visser, R. D., Evering, L. C., & Barrett, D. E. (2014). #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K–12 Teachers. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2014.925694
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
