"So I Feel Like We Were Just Theoretical, Whereas They Actually Do It": Navigating Twitter Chats for Teacher Education
Ricky Mullins, Eastern Kentucky University, United States ; David Hicks, Virginia Tech, United States
CITE Journal Volume 19, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
In this qualitative study, the authors analyzed the participation of preservice teachers in a discipline specific Twitter chat known as #sschat. Findings indicated that preservice teachers found value in the chat when they shared resources with practicing teachers, had resources shared with them, and built professional networks. However, there were instances when the preservice teachers felt like they contributed little to the chat because they did not have extensive teaching experience. Additionally, the preservice teachers expressed dissatisfaction with using Twitter as a platform for educational related chats. The authors concluded that the utility of such chats outweighs the negatives and provide guidelines that teacher educators should consider before asking their preservice teachers to participate in such spaces.
Mullins, R. & Hicks, D. (2019). "So I Feel Like We Were Just Theoretical, Whereas They Actually Do It": Navigating Twitter Chats for Teacher Education. Contemporary Issues in Technology and Teacher Education, 19(2), 218-239. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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