Professional Development in 140 Characters? Analyzing Twitter as a Professional Learning Platform for Science Teachers

• In Event: Digital Innovations in Teacher Professional Development

Abstract

This mixed-methods observational study analyzes Advanced Placement (AP) Biology teachers’ engagement in microblogging for their professional development (PD). Data from three hashtag-based Twitter communities, #apbiochat, #apbioleaderacad, and #apbioleaderacademy (121 users; 2,253 tweets), is analyzed using methodological approaches including educational data mining, qualitative two-cycle content analysis, social network analysis, and regression analyses. Results indicate that Twitter adheres to standards of high-quality PD and has the potential to complement more traditional PD activities. Notably, Twitter’s non-hierarchical leadership affords shared content creation and distribution. Additionally, Twitter allows for different temporal participation patterns supporting the personalization of learning aligned to teachers’ needs and preferences.

Authors

• Christian Fischer, University of California - Irvine

• Barry J. Fishman, University of Michigan - Ann Arbor

• Sarita Yardi Schoenebeck, University of Michigan - Ann Arbor