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Expanding Professional Learning Networks through an Institutional Twitter Hashtag
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, , Elon University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper explores in-progress research on our use of an institutional Twitter hashtag designed to increase interaction and expand professional learning networks (PLNs) among pre-service teachers (PST), alumni teaching across the country, faculty and staff, and other education stakeholders including in-service teachers. The first two years of the hashtag’s use resulted in a combination of successes, failures, and unintended outcomes. Most notably, synchronous Twitter chats attracted a cross-section of users and facilitated novel interactions.. Consequently, our PSTs had access to new sources of mentoring and support through the hashtag, and our alumni had increased opportunities to stay connected and contribute to their teacher preparation program. These findings have implications for the work of teacher educators with both pre-service and in-service teachers.

Citation

Carpenter, J. & Morrison, S. (2018). Expanding Professional Learning Networks through an Institutional Twitter Hashtag. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2216-2221). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 21, 2019 from .

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