The Role of Student-Centered Teaching in Professional Learning Networks on Twitter

• In Event: Roundtable Session 4
  In Roundtable Session: Teacher Education in Cyberspace: Tech-Based Platforms and Practices

Abstract

This study examines the experiences of four high school social studies teachers who frequently participated in educator networks on Twitter, with particular attention to changes in teaching practice. Relational trust served as a lens to examine teachers’ online interactions and professional growth. Findings indicate that through their use of Twitter these social studies teachers internalized and enriched their own commitment to student-centered teaching, allowing for more active student engagement with various dimensions of their lessons. Twitter proved to be a transformative experience and source of professional growth for these teachers. That the Twitter communities examined were self-organized by educators speaks to the potential for educators, given the right opportunities, resources, and level of motivation, to drive their own professional learning.

Authors

• Anna Noble, Boston College

• Patrick J. McQuillan, Boston College

• Joshua Littenberg-Tobias, Center for Collaborative Education