Perceptions of Administrators’ Support for Grades K-5 Teachers’ Professional Learning with Twitter: What Does It Look Like?
Talia Nochumson, Oak Knoll School, United States
CITE Journal Volume 21, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This mixed-methods study investigated support for Grades K-5 teachers’ learning with Twitter. As more teachers turn to the Twitter microblogging service as an online space for professional development (PD), it is important to understand how and if teachers believe school administrators’ support their use of Twitter for teacher PD. Key findings from this study revealed that two thirds of participants considered their administrators to be supportive of Twitter for their PD. Support was perceived when administrators, including superintendents and principals, were (a) active Twitter users and (b) encouraged teachers to share what they had learned on Twitter. However, some participants expressed feeling discouraged by administrators who seemed mostly interested in maintaining the status quo in their schools. Support from administrators may help teachers critically evaluate information they learn from Twitter and ensure its alignment with evidence-based teaching practices, skills that are necessary in an era with an abundance of easily accessed information. In consideration of the COVID-19 pandemic, school leaders and policymakers may want to consider their support for teachers’ use of Twitter as a legitimate resource for professional learning, especially for ideas related to remote teaching and online learning.
Nochumson, T. (2021). Perceptions of Administrators’ Support for Grades K-5 Teachers’ Professional Learning with Twitter: What Does It Look Like?. Contemporary Issues in Technology and Teacher Education, 21(1), 187-220. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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