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Teacher Development in the English Classroom: Exploring the Affordances of Twitter to Address the Action Element of Critical Literacy
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, , , , California State University, Fresno, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

New developments in the areas of communications and technology in our society over the last ten years have increased the range and volume of information young people have to manage every day. Faced with this problem, this action research study followed a teacher as he sought to use Twitter to guide 32 eleventh grade AP English students in the application of critical literacy. The TPACK framework was used to guide the process of merging teaching with the use of social media. Utilizing a qualitative approach, researchers gathered and analyzed four sources of data to ensure triangulation. Results showed three significant emergent themes from the study: learning time, student voices, and limited action. Conclusions include the success of Twitter as a tool to teach the English curriculum and apply critical literacy, however Twitter was not shown to be successful as a tool to guide students in taking action steps.

Citation

DeVoogd, G., Kunnath, J., Rocha, R. & Jackson, A. (2015). Teacher Development in the English Classroom: Exploring the Affordances of Twitter to Address the Action Element of Critical Literacy. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2062-2067). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 29, 2020 from .

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