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Educator Communities of Practice on Twitter

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Bibliographic Details
Title: Educator Communities of Practice on Twitter
Language: English
Authors: Coleman, J. Mark, Rice, Margaret L., Wright, Vivian H.
Source: Journal of Interactive Online Learning. Win 2018 16(1):80-96.
Availability: University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Peer Reviewed: Y
Page Count: 17
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Elementary Education
Secondary Education
Descriptors: Social Networks, Social Media, Communities of Practice, Computer Mediated Communication, Teacher Participation, Continuing Education, Faculty Development, Teacher Attitudes, Social Capital, Active Learning, Shared Resources and Services, Elementary School Teachers, Secondary School Teachers
ISSN: 1541-4914
Abstract: As Twitter became a popular platform for social networking, educators gravitated to the platform for professional networking. Educators began to utilize the hashtag #edchat to denote their ongoing and growing conversations on education subjects. Educational institutions began to require teachers to participate in the platform or would grant continuing education credits for their participation. To determine if such sanction is merited, a qualitative exploration of the network of educators on the Twitter platform was performed. Posts to Twitter containing the #edchat hashtag were collected and a survey instrument was disseminated with the #edchat hashtag. Collected posts and their linked content were coded according to their content. Demographic qualities of the participants in the #edchat community were addressed as well as questions arising from coding, such as the nature of retweeting and the role of commercial entities in the community. From these codes a set of distinct categories of #edchat Twitter posts were analyzed and discussed. The themes of these posts were determined and related to the literature. The survey instrument allowed exploration of motives and perceptions of the impact of #edchat participation, and how these perceptions related to the themes of the collected posts. Participants in the #edchat conversations were found to be generating social capital and binding a community together through the weak ties of brief interactions. A community of practice was found to exist in the collected #edchat posts and survey responses.
Abstractor: As Provided
Number of References: 32
Entry Date: 2019
Access URL: https://www.ncolr.org/jiol/issues/pdf/16.1.5.pdf
Accession Number: EJ1201591
Database: ERIC
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  Label: Title
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  Data: Educator Communities of Practice on Twitter
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Coleman%2C+J%2E+Mark%22">Coleman, J. Mark</searchLink><br /><searchLink fieldCode="AR" term="%22Rice%2C+Margaret+L%2E%22">Rice, Margaret L.</searchLink><br /><searchLink fieldCode="AR" term="%22Wright%2C+Vivian+H%2E%22">Wright, Vivian H.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Interactive+Online+Learning%22"><i>Journal of Interactive Online Learning</i></searchLink>. Win 2018 16(1):80-96.
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  Data: University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
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  Data: 17
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Continuing+Education%22">Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+Resources+and+Services%22">Shared Resources and Services</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink>
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  Data: 1541-4914
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As Twitter became a popular platform for social networking, educators gravitated to the platform for professional networking. Educators began to utilize the hashtag #edchat to denote their ongoing and growing conversations on education subjects. Educational institutions began to require teachers to participate in the platform or would grant continuing education credits for their participation. To determine if such sanction is merited, a qualitative exploration of the network of educators on the Twitter platform was performed. Posts to Twitter containing the #edchat hashtag were collected and a survey instrument was disseminated with the #edchat hashtag. Collected posts and their linked content were coded according to their content. Demographic qualities of the participants in the #edchat community were addressed as well as questions arising from coding, such as the nature of retweeting and the role of commercial entities in the community. From these codes a set of distinct categories of #edchat Twitter posts were analyzed and discussed. The themes of these posts were determined and related to the literature. The survey instrument allowed exploration of motives and perceptions of the impact of #edchat participation, and how these perceptions related to the themes of the collected posts. Participants in the #edchat conversations were found to be generating social capital and binding a community together through the weak ties of brief interactions. A community of practice was found to exist in the collected #edchat posts and survey responses.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 80
    Subjects:
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: Social Media
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Teacher Participation
        Type: general
      – SubjectFull: Continuing Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Social Capital
        Type: general
      – SubjectFull: Active Learning
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      – SubjectFull: Shared Resources and Services
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – TitleFull: Educator Communities of Practice on Twitter
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            NameFull: Coleman, J. Mark
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            NameFull: Rice, Margaret L.
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            NameFull: Wright, Vivian H.
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