Abstract

While the microblogging service Twitter is increasingly popular among educators and offers numerous affordances for learning, its relationship with formal education systems remains complicated by generally ambivalent educator attitudes and institutional policies. To better understand the role Twitter plays in education, we conducted a survey of 755 K-16 educators that yielded quantitative and qualitative data concerning how and why the medium is used. Respondents reported intense and multifaceted utilization of the service, with professional development (PD) uses more common than interactions with students or families. Educators valued Twitter's personalized, immediate nature, and the positive and collaborative community it facilitated. Many cited Twitter's role in combating various types of isolation and described it as superior to traditional professional development. We finish by discussing implications for educators, researchers, and educational institutions.

Citation

Carpenter, J.P. & Krutka, D.G. (2014). How and Why Educators Use Twitter: A Survey of the Field. Journal of Research on Technology in Education, 46(4), 414-434. Retrieved August 8, 2024 from https://www.learntechlib.org/p/192421/.

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Keywords

• asynchronous communication
• Class Activities
• Classroom Communication
• computer mediated communication
• Educational Benefits
• Electronic Publishing
• Foreign Countries
• Online Surveys
• professional development
• Professional Isolation
• social media
• Statistical Analysis
• Synchronous Communication
• teacher attitudes
• Teacher Surveys
• Technology Uses in Education
• Use Studies
• Web Sites