Examining teacher participation in collaborative microblogging activities may offer insight into creating alternative options for effective professional development. In this sequential explanatory mixed methods study, educators’ opinions of their use of a microblogging tool, Twitter, will be examined to determine what factors affect their participation in professional development activities using the microblogging tool, Twitter. The overall guiding question for this study will be, Why do educators participate in voluntary professional development opportunities, specifically in Twitter-supported professional learning networks?
This study will contribute to the existing body of research in the areas of professional development, professional learning networks, educator’s motivation to learn, informal learning, online learning, and social media. Social media, specifically the microblogging tool Twitter, will be examined for its potential to act as an alternative mode of dissemination for educator professional development, as well as its potential for creating informal professional learning networks. Data sources for this study will include: surveys and interview questions. This information may be useful for future creation of more effective professional development opportunities. Findings from this study may be useful for researchers, educators, administrators, and developers of professional development opportunities.
|Advisor:||Fusco Kledzik, Judith|
|Commitee:||Davis, Kay, Polin, Linda|
|School Location:||United States -- California|
|Source:||DAI-A 78/02(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Educational leadership, Teacher education, Web Studies, Educational technology|
|Keywords:||Informal learning, Microblog, Professional development, Professional learning, Professional learning community, Twitter|
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