Educator Learning 2.0: Exploring Educators’ Use of Twitter to Support Professional Learning

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atmire.migration.oldid2368
dc.contributor.advisorLock, Jennifer
dc.contributor.authorCooper, Tennille
dc.date.accessioned2014-08-05T15:25:40Z
dc.date.available2014-11-17T08:00:40Z
dc.date.issued2014-08-05
dc.date.submitted2014en
dc.description.abstractThe purpose of the study was to explore the phenomenon of K-12 educators using Twitter to support their informal professional learning. The research used a case study design with both qualitative and quantitative data sources. Data were collected using three procedures: an adapted version of the Constructivist On-Line Learning Environment Survey (COLLES) (Taylor & Maor, 2000a, 2000b), semi-structured interviews and online Twitter content. The findings demonstrated that Twitter was used to complement professional learning by accessing and sharing information, as a catalyst for learning beyond Twitter and for collaborative dialogue and discourse. Further, the findings indicated the reason educators used Twitter was to experience professional learning that was personalized and relevant, through access to information and resources while also establishing and developing connections to others. Such learning opportunities occurred through various interactions that built and supported learning networks while allowing educators to participate to varying degrees.en_US
dc.identifier.citationCooper, T. (2014). Educator Learning 2.0: Exploring Educators’ Use of Twitter to Support Professional Learning (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25786en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25786
dc.identifier.urihttp://hdl.handle.net/11023/1663
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Technology
dc.subject.classificationTeacher learningen_US
dc.subject.classificationTwitteren_US
dc.subject.classificationProfessional Learningen_US
dc.subject.classificationtechnologyen_US
dc.titleEducator Learning 2.0: Exploring Educators’ Use of Twitter to Support Professional Learning
dc.typemaster thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Arts (MA)
ucalgary.item.requestcopytrue
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