The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
How and Why Educators Use Twitter: A Survey of the Field
Abstract
While the microblogging service Twitter is increasingly popular among educators and offers numerous affordances for learning, its relationship with formal education systems remains complicated by generally ambivalent educator attitudes and institutional policies. To better understand the role Twitter plays in education, we conducted a survey of 755 K–16 educators that yielded quantitative and qualitative data concerning how and why the medium is used. Respondents reported intense and multifaceted utilization of the service, with professional development (PD) uses more common than interactions with students or families. Educators valued Twitter's personalized, immediate nature, and the positive and collaborative community it facilitated. Many cited Twitter's role in combating various types of isolation and described it as superior to traditional professional development. We finish by discussing implications for educators, researchers, and educational institutions.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
The effect of Twitter on college student engagement and grades: Twitter and student engagement
Junco, R., Heiberger, G., & Loken, E. (2011) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2010.00387.x · Cited by 1,535
Research works printed but not linked: 50
- Ahrenfelt J., 2013, Using new technologies to enhance teaching and learning in history, 152
- Badge J., 2012, Journal of Online Learning and Teaching, 7, 90
- Blumengarten J., Some educational hashtags
- Brown E., 2012, Washington Post
- Charmaz K., 2006, Constructing grounded theory: A practical guide through qualitative analysis
- 10.1504/IJSMILE.2014.063384 · DOI
- Carpenter J. P., 2014, Learning and Leading with Technology, 41
- 10.1108/S2044-9968(2011)0000001021 · doi:10.1108/s2044-9968(2011)0000001021
- 10.1111/j.1467-8535.2011.01251.x · doi:10.1111/j.1467-8535.2011.01251.x
- 10.1007/s11528-012-0630-0 · DOI
- 10.1207/s15327051hci0602_2 · DOI · Paper page
- Duggan M., 2013, Social media update 2013
- Dunlap J. C., 2009, Journal of Information Systems Education, 20, 129
- 10.1016/j.compedu.2009.12.006 · DOI · Paper page
- 10.1080/17439884.2010.549828 · DOI
- Ferriter W. M., 2012, Principal, 91, 18
- Gee J. P., 2004, Situated language and learning: A critique of traditional schooling
- 10.4135/9781483329512.n8 · doi:10.4135/9781483329512.n8
- Hodges C., 2010, EDUCAUSE Quarterly, 33
- 10.1080/15391523.2009.10782532 · DOI
- Jenkins H., 2009, Confronting the challenges of participatory culture: Media education for the 21st century, 10.7551/mitpress/8435.001.0001 · DOI · Paper page
- 10.1111/j.1467-8535.2012.01284.x · DOI · Paper page
- 10.1177/1469787411429190 · DOI · Paper page
- Krutka D. G., 2014, Digital social studies, 271
- Krutka D. G., 2013, Ohio Social Studies Review, 50, 22
- Kurtz J., 2009, Horace, 25, 1
- Lee V. R., 2012, Designing problem-driven instruction with online social media, 23
- Lortie D., 1975, Schoolteacher: A sociological study
- 10.1177/0273475311410851 · DOI
- Lu A., 2011, Education Week, 30, 20
- Madden M., 2013, Teens, social media, and privacy
- Matteson A., 2010, School Library Monthly, 27, 22
- 10.1080/00933104.2012.724630 · DOI
- Porterfield K., 2011, Educational Leadership, 68
- 10.1108/10748120110424816 · DOI · Paper page
- Rheingold H., 2012, Net smart: How to thrive online
- 10.1177/0273475311410852 · DOI · Paper page
- 10.1016/j.tate.2013.05.001 · DOI
- Sample M., 2010, A framework for teaching with Twitter
- Seaman J., 2013, Social media for teaching and learning
- Sprinthall N. A., 1996, Handbook of research on teacher education, 666
- Twitter, Inc., About
- U.S. Department of Education, 2010, National education technology plan 2010
- 10.1386/macp.7.3.333_1 · DOI
- 10.1504/IJSMILE.2013.051650 · DOI
- 10.1108/00400910410555231 · DOI
- Wei R. C., 2009, Professional learning in the learning profession: A status report on teacher development in the U.S. & abroad
- 10.1177/0022487113489032 · DOI
- 10.1080/02680513.2010.512102 · DOI
- Young J., 2009, Chronicle of Higher Education
Cited by
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
Teaching “Against” Social Media: Confronting Problems of Profit in the Curriculum
Krutka, D. G., Manca, S., Galvin, S. M., Greenhow, C., Koehler, M. J., & Askari, E. (2019) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811912101410 · Cited by 97
Self-citationMeyer, A., Kleinknecht, M., & Richter, D. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104805 · Cited by 76
Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID‐19
Greenhow, C., Staudt Willet, K. B., & Galvin, S. (2021) · British Journal of Educational Technology · doi:10.1111/bjet.13097 · Cited by 69
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
- Carpenter, J. P., & Krutka, D. G.
- Venue
- Journal of Research on Technology in Education
- Publisher
- Informa UK Limited
- Published
- 2014-08-13
- Volume
- 46
- Issue
- 4
- Pages
- 414-434
- ISSN
- 1539-1523 (ISSN-L)
- 1945-0818
- OpenAlex
- W2032626975
- Cited by
- 437
- References
- 2
- FWCI
- 76.74
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: How and Why Educators Use Twitter: A Survey of the Field. https://app.cochat.ai/papers/10.1080/15391523.2014.925701
- The paper
- Carpenter, J. P., & Krutka, D. G. (2014). How and Why Educators Use Twitter: A Survey of the Field. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2014.925701
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
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.
