Using Social Media to Support and Sustain Mathematics Professional Development

• In Event: Selecting and Reimagining Technology for Curricular and Equity Goals

Abstract

This two year study examined mathematics professional development offered through social media on Facebook and its influence and support of inservice and preservice teachers. Using a mixed methods approach, data were analyzed from posts, interviews, and a survey, using the Technological Pedagogical Content Knowledge Framework. Findings suggested that social media as professional development formed teachers’ and preservice teachers’ pedagogical knowledge. Furthermore, community engagement and support occurred; however, trust in sharing practices and beliefs must be developed in an online forum. This study adds an alternate form of mathematics professional development through social media that fosters pedagogical knowledge growth. The findings suggest social media has the potential to influence teaching practice, mathematical knowledge development, and produce shifts in instruction.

Authors

• Patricia A. Dickenson, National University

• Lorelei R. Coddington, Biola University