An Article Review of How and Why Educators Use Twitter

How and Why Educators Use Twitter: A Survey of the Field

This article summarizes an attempt to quantify and analyze the use of Twitter by K-16 teachers, because current research on the use of Twitter is based primarily in higher education.

Researchers gave an online survey to 755 respondents who were educators representing several grades, content areas, ages, and experience. The survey included 10 items regarding Twitter usage by the respondents. The results reflected that Twitter was primarily used for professional development. The main reason educators sought professional development through Twitter was to combat isolation and to find community around common themes. Even though educators used Twitter overwhelmingly for professional development, they used it far less in the classroom and for communication. Last, the researchers found that the sample of respondents did not represent the typical age group of Twitter users in the general population (18-30), but rather an older age group (31-50).

I immediately could identify with this article, because it reflects my use of Twitter. My initial experiences with Twitter were timid and unsure, but as I expanded my professional learning network and more actively participated in chats and following hashtags I quickly realized the amazing opportunities for learning and to share resources to use in my classroom. I also agreed with the general positive attitudes and climate that Twitter has to offer. While some educators stated that they were limited by the restricted access to Twitter in their districts, I am fortunate that I don’t face that barrier. I have been very happy with some of the ways I’ve been able to implement Twitter with my first graders. I strongly feel that social media is the future of professional development. It gives teachers choice, connection, and convenience in growing as professionals.

Carpenter, J. P., & Krutka, D. G. (2014). How and Why Educators Use Twitter: A Survey of the Field. Journal Of Research On Technology In Education, 46(4), 414-434. doi:10.1080/15391523.2014.925701