You are here:

For Every Tweet there is a Purpose: Twitter Within (and Beyond) an Online Graduate Program
PROCEEDING

, , , Michigan State University, United States

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

Full Text

Abstract

Little is known about the use of Twitter throughout entire degree programs. Graduate degrees in education may be of particular interest for researchers because participants’ variety of roles (e.g., working as teachers while enrolled as students) may correspond with the wide range of educational applications of Twitter. To explore this possibility, we examined the purposes that Twitter serves in one educational technology graduate program. We collected over 8,000 tweets containing any of 12 different program hashtags and coded a sample of them based on the purposes they appeared to serve. This resulted in six themes: contribute to disciplinary conversation, engage with disciplinary conversation, build community, make connections with other communities, ask for and provide support, and unclear or irrelevant purpose. We found evidence that tweets associated with these themes crossed and blurred boundaries between educational contexts, suggesting that Twitter may help teachers in several a

Citation

Greenhalgh, S.P., Rosenberg, J.M. & Wolf, L.G. (2016). For Every Tweet there is a Purpose: Twitter Within (and Beyond) an Online Graduate Program. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2044-2049). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 27, 2023 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Agarwal, A. (2015, October 21). How to save tweets from any Twitter hashtag [Blog post]. Retrieved from http://www.labnol.org/internet/save-twitter-hashtag-tweets/6505/
  2. Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224.
  3. 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, 46(4), 414-434.
  4. Coiro, J., Knobel, M., Lankshear, C., & Leu, D.J. (2008). Central issues in new literacies and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, & D.J. Leu (Eds.), Handbook of research on new literacies. New York, NY: Routledge
  5. Greenhow, C., & Gleason, B. (2012). Twitteracy: Tweeting as a new literacy practice. The Educational Forum, 76, 464-478.
  6. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108, 1017-1054.
  7. Terry, L., Mishra, P., Henriksen, D., Wolf, L.G., & Kereluik, K. (2013). Making it meaningful: The reciprocal relationship between technology and psychology. TechTrends, 57(3), 34-39.
  8. Wright, N. (2010). Twittering in teacher education: Reflecting on practicum experiences. Open Learning, 25, 259-265.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections