28 Days Later: Twitter Hashtags as "Just in Time" Teacher Professional Development

Autor/inn/en	Greenhalgh, Spencer P.; Koehler, Matthew J.
Titel	28 Days Later: Twitter Hashtags as "Just in Time" Teacher Professional Development
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 61 (2017) 3, S.273-281 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-016-0142-4
Schlagwörter	Faculty Development; Mass Media Use; Educational Technology; Social Media; Computer Mediated Communication; Learning Strategies; Group Discussion; Discourse Communities; Discourse Modes; Terrorism; Participant Characteristics + Suchen Sie Ihr Suchwort? Mediennutzung; Unterrichtsmedien; Soziale Medien; Computerkonferenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gruppendiskussion; Diskursethik; Terrorismus
Abstract	Researchers have argued that Twitter has potential to support high-quality professional development (PD) that can respond to teachers' questions and concerns just in time and "on the spot." Yet, very little attention has been paid to instances where Twitter has made just-in-time learning possible. In this paper, we examine one instance of timely professional development on Twitter, in which 3,598 users used an educational hashtag--#educattentats--to create a temporary affinity space supporting French teachers preparing to discuss recent terrorist attacks with their students. We describe this just-in-time PD by focusing on participants and modes of participation, the spread of the hashtag in its first hours and the growth and eventual decline of the hashtag over the course of 28 days. The results of this study suggest that #educattentats served effectively as just-in-time professional development for teachers. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01