Tweet pinner professional#
Educators and those who lead and support their professional learning should reflect upon and attend to PLN change to ensure more educative results for teachers and students. We frame the study through social ecological systems theory, discuss the significance of these findings, and consider implications for K-12 and higher education professional learning. Various proximal and distal factors contributed to changes in professional activities. The causes of PLN changes appeared to be diverse, dynamic, and interrelated. Respondents overwhelmingly expressed that their PLNs had changed over the four years between the two surveys. Participants responded to our request to comment on PLN descriptions they provided in a previous 2014 survey, and then identify continuity and change during the intervening years. In this exploratory study, we investigated the nature of continuity and change in the PLNs of 192 K-12 and university educators from 17 countries. While prior research suggests that many educators turn to social media to grow and enhance professional learning networks (PLNs) that extend beyond their schools, little is known about how PLNs shift over time. Overall, this study illustrates how Twitter may provide a meaningful learning More active teachers communicated more about how their individual contexts relate to instruction, whereas less active teachers exhibited more targeted engagement, for instance, related to sharing teaching resources and organizing learning opportunities. Notably, differences in collaboration and participation patterns by teachers’ overall activity level hint at the existence of an online community of practice. Results indicate that some teachers use Twitter with a content focus and coherent to their individual contexts and prior knowledge. Using epistemic network analyses, we examined the collaborative structures to examine how participation patterns can identify characteristics of high-quality teacher professional development. Qualitive two-cycle content analyses derived both tweet content and sentiment. Specifically, we collected data from three Twitter communities related to Advanced Placement Biology (N = 2,040 tweets, N = 93 teachers).
In that, we employ advanced conversational analysis techniques that extend the primarily descriptive methods used in prior research. This study examines how teachers’ engagement on Twitter may adhere to characteristics of high-quality professional development activities. Although such online communities show promise, questions about their quality for providing a suitable learning environment remain insufficiently answered. Teachers turn to many sources for support and professional learning, including social media-based communities that have shown promise to help teachers access resources and facilitate productive exchanges.
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