Using Twitter or Paper? - supporting peer instruction in a teacher education classroom

• In Event: RTD - Social Media and Learning

Short Description

Twitter have recently gained considerable attention from teacher education practitioners and scholars, but pertinent empirical research has been limited. This paper reports on a case study in which Twitter served as a backchannel to mediate and support the peer-teaching activity in a face-to-face teacher education course. Tweets, surveys and interviews were analyzed to understand student perceived learning, as well as instructor scaffolding and perception in a Twitter-supported peer teaching environment. Pedagogical implications were discussed.

Authors

• Tian Luo, Old Dominion University

• Li Cheng, University of Florida

• Danielle Dani, Ohio University