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NCSS College and University Faculty Assembly 2017

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Virtual Professional Learning Communities: Using Twitter to Engage in Extended Professionality with Preservice Teachers

We explore how preservice teachers utilized Twitter during one middle grades social studies methods course. Specifically, we analyzed how the various Twitter assignments contributed to either “restricted” or “extended” professionality (Hoyle, 1974). We found that Twitter was primarily a vehicle for restricted professionality; however, #sschats discussions encouraged a more extended professionality.

Author(s):

Miguel Gomez
Murray State University
United States

Wayne Journell
University of North Carolina @ Greensboro
United States

 

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