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#Edchat is Bigger, But Better Only for Some: Revisiting How and Why Educators Use Twitter
PROCEEDING

, Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This mixed methods study revisits Carpenter and Krutka’s (2014) survey of how and why educators use Twitter, narrowing the scope to a single hashtag, #Edchat. From October, 1, 2017 to June 5, 2018, I collected 1.2 million unique #Edchat tweets from approximately 200,000 different tweeters. Through machine coding I describe how educators contributed to #Edchat, and through human coding I describe why. I found that #Edchat offered educators a content source, a place to grow their reputation, and opportunities to connect with other educators for mutually beneficial purposes. Although the typical contributor retweeted just a single time in eight months, this busy conversation has persisted for a decade—however, the volume of content in #Edchat can be overwhelming for novices. Teacher educators must keep these factors in mind as they guide preservice teachers to appropriate networking, mentoring, and learning opportunities.

Citation

Staudt Willet, K.B. (2019). #Edchat is Bigger, But Better Only for Some: Revisiting How and Why Educators Use Twitter. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2778-2786). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

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