Preservice Teachers’ Participation and Perceptions of Twitter Live Chats as Personal Learning Networks
- 747 Downloads
This study presents two cases in which undergraduates were introduced to Twitter in their teacher preparation program as a means of developing a personal learning network. Twitter live chats are synchronous discussions that allow education stakeholders to discuss issues and share resources, engaging on potentially a global scale via the social networking platform. This study examines how students participated in these live chats, perceived benefits and challenges and how prior experience and preconceived perceptions of Twitter influenced the live chat experience and intentions for continued participation. Pre-activity reflections, student tweets and post-activity reflections were analyzed both qualitatively and quantitatively. While familiarity with Twitter varied, no participants had previously participated in a professional Twitter live chat; the majority of participants indicated a positive perception and intensions to continue participating in Twitter live chats. Plans for introducing, scaffolding and reflecting on initial Twitter live chat experiences are detailed and considerations and implications are discussed.
KeywordsLive chats Microblogging Personal learning networks Pre-service teachers Social media Social networks Teacher education Twitter
- Agrifoglio, R., Black, S., & Metallo, C. (2010). Twitter acceptance: The role of intrinsic motivation. Sprouts: Working Papers on Information Systems, 10(9). Retrieved from http://sprouts.aisnet.org/10-9.
- Barnes, S. J., & Böhringer, M. (2011). Modeling use continuance behavior in microblogging services: the case of twitter. Journal of Computer Information Systems, 51(4), 1. Retrieved from http://iacis.org/jcis/articles/Barnes_Bohringer_2011_51_4.pdf.Google Scholar
- Borau, K., Ullrich, C., Feng, J., & Shen, R. (2009). Microblogging for language learning: Using twitter to train communicative and cultural competence. Paper presented at the Advances in Web Based Learning–ICWL 2009.Google Scholar
- Cronin, J. J. (2011). The classroom as a virtual community: An experience with student backchannel discourse. Business Education Innovation Journal, 3(2), 56–65.Google Scholar
- Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management cience, 35(8), 982–1003.Google Scholar
- Diaz-Ortiz, C., & Stone, B. (2011). Twitter for good: change the world one tweet at a time. San Francisco, CA: Jossey-Bass.Google Scholar
- Duemer, L., Fontenot, D., Gumfory, K., Kallus, M., Larsen, J., Schafer, S.,…Shaw, B.C. (2002). The use of online synchronous discussion groups to enhance community formation and professional identity development. Journal of Interactive Online Learning, 1. Retrieved from http://www.ncolr.org/jiol/ARCHIVES/2002/2/04/index.html.
- Dunn, J. (2011). The A-Z Dictionary of Educational Twitter Hashtags. Retrieved 01/05/2016, from: http://edudemic.com/2011/10/twitter-hashtag-dictionary/.
- Forte, A., Humphreys, M., & Park, T. (2012). Grassroots professional development: How teachers use Twitter. In Proceedings of the Association for the Advancement of Artificial Intelligence (pp. 106–113). Dublin, Ireland: Association for the Advancement of Artificial Intelligence.Google Scholar
- Gao, F., & Li, L. (2016). Examining a one‐hour synchronous chat in a microblogging‐based professional development community. British Journal of Educational Technology. doi: 10.1111/bjet.12384.
- Knowlton, D. S. (2001). Promoting durable knowledge construction through online discussion. Mid-South Instructional Technology Conference. Retrieved from http://www.mtsu.edu/~itconf/proceed01/11.html.
- Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19–38.Google Scholar
- Lalonde, C. (2012). How important is Twitter in your Personal Learning Network?. eLearn, (9)3. doi: 10.1145/2371029.2379624.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.Google Scholar
- Lobel, M., Neubauer, M., & Swedburg, R. (2002). Elements of group interaction in a real-time synchronous online learning-by-doing classroom without F2F participation. USDLA Journal, 16(4). Retrieved from http:// www.usdla.org/html/journal/APR02_Issue/article01.html.
- Luo, T., & Franklin, T. (2015). Tweeting and Blogging: Moving Towards Education 2.0. International Journal on E-Learning, 14(2), 235–258.Google Scholar
- Luo, T., & Gao, F. (2012). Enhancing classroom learning experience by providing structures to microblogging-based activities. Journal of Information Technology Education, 11, 199–211.Google Scholar
- Martin, H. (2012). Topic trends on #edchat and what they say about education today. Retrieved from http://tristanverboven.wordpress.com/2012/08/17/topic-trends-on-edchat-and-what-they-say-about-education-today/.
- Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7. Retrieved from http:// www.sloan-c.org/publications/jaln/v7n3/v7n3_meyer.asp.
- Rajagopal, K., Joosten-ten Brinke, D., Van Bruggen, J., & Sloep, P. B. (2011). Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. First Monday, 17(1). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/3559/3131.
- Richardson, W., & Mancabelli, R. (2011). Personal learning networks: Using the power of connections to transform education. Solution Tree Press.Google Scholar
- Shotsberger, P. G. (2000). The human touch: Synchronous communication in web-based learning. Educational Technology, 40, 53–55.Google Scholar
- Terrell, S. (2014). Tips for joining #edchat: The education conversation. Retrieved 12/1/2015, from: http://edchat.pbworks.com/w/page/40546805/Tips.
- Whitby, T. (2012). How does #Edchat connect educators? Retrieved from http://smartblogs.com/education/2012/08/06/how-edchat-connect-educators-2.
- Yin, R. K. (1994). Case study research: design and methods. London: Sage Publication.Google Scholar
- Yin, R. K. (2008). Case study research: design and methods. Thousand Oaks, CA: SAGE Publications.Google Scholar