how educators use twitter

22
TWITTER HOW EDUCATORS USE

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Education


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TWITTERHOW EDUCATORS USE

Many times, we may think Twitter

isn't a vehicle for serious

conversation.

However,

educators are

proving that it is.

Educators use Twitter most commonly

for professional development.

They are connecting with other

educators and sharing

their professional knowledge on Twitter.

Some

ways they engage on

Twitter include

education chats and

hashtags.

EDUCATION CHATS

#

#

Education chats are Twitter events hosted

by schools and individual educators.

#

Hosts pose a

topic or

question and

online

chat participants

weigh in on the

topic.

#

Expertise!

New Knowledge!

Education chats enable people to share

their expertise and gain new knowledge.

#

#You can find these education chats

using popular Twitter hashtags.

#HASHTAGS

#

#

Educators are taking advantage of

hashtags to share and find knowledge

among their peers.

#

Hashtags are key words that

Twitter users add to their posts

to make them easy to find.

#

Most groups that

host regular

Twitter chats will

publicize their

hashtags.

#

Educational

conferences

generally have

unique

hashtags to let

you follow

conference

events.

#

Some popular hashtags educators are

using are:

#edtechchat #GAFESummit#satchatEducational

technology chats

Google for Education

conferences

Saturday morning

education chats

Why DoEducators

Like Twitter?

"personalized, immediatenature, and the positive andcollaborative community it

faciliates."(Carpenter & Krutka 2014)

Educators like Twitter because of its

Educators have

described Twitter as

"superior totraditional

professionaldevelopment."

(Carpenter & Krutka 2014)

The education

community is

embracing Twitter

as a valuable

resource.

Check out Twitter

education chats &

see what's out

there!

TWITTER BLOG WEB

­ BASED ON THE BLOG POST BY LUCY SNYDER ­

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Carpenter, J. P., & Krutka, D. G. (2014, August 13). How and why educators use twitter: A survey of the

field. Journal of Research on Technology in Education, 46(4), 414-434.

Reference