Using Twitter to Deliver Pre-Service Professional Development
Michael Mills, University of Central Arkansas, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The impact of social media is apparent across personal and professional spectrums, and this study aims to determine the impact that the social media service Twitter has on professional development delivered to teacher candidates. Participants of the study were asked to follow a specific Twitter account (@AquiAmigo) that served as a supplemental professional development resource, one that shared information on improving pedagogy, using educational technology, job opportunities, and notes of encouragement. The findings indicate a significant impact on teacher acceptance of this medium as a valid professional development tool and show that teacher candidates taking part in the study are likely to use Twitter as their own medium for classroom outreach and continued professional development.
Mills, M. (2013). Using Twitter to Deliver Pre-Service Professional Development. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 800-801). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Professional Twitter for Preservice Teachers: Getting Started with a Professional Presence on Social Media
Karen Johnson, West Chester University, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 761–763
Effect of Faculty Member's Use of Twitter as Informal Professional Development During a Preservice Teacher Internship
Michael Mills, University of Central Arkanas, United States
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 4 (December 2014) pp. 451–467
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.