Integrating Twitter Into the Preparation of Teachers of English Learners: A Longitudinal Analysis

• In Event: Roundtable Session 17
  In Roundtable Session: Studies of Professional Practice in Preservice Teacher Education

Abstract

This Action Research study provides an analysis of how Twitter was used in teacher preparation courses focusing on English learners and their families. Course documents/artifacts, over 1,800 Tweets, and memos written over the course of three years were used as data. Findings shared here can help shed light on ways to better understand the role of Web 2.0 tools in teacher preparation, especially as these future teachers ought to become not only familiar and prepared to meet the academic and socioemotional needs of their students in their classrooms, but they must also be ready to teach in technology-driven classrooms.

Authors

• Carla Amaro-Jiménez, The University of Texas - Arlington

• Holly Hungerford-Kresser, The University of Texas - Arlington

• Kathryn Pole, The University of Texas - Arlington