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Educators' Participatory Practices and Development of Professional Identities in a Twitter Online Professional Learning Network (PLN)

Educators' Participatory Practices and Development of Professional Identities in a Twitter Online Professional Learning Network (PLN)
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Author(s): Krista Welz (New Jersey City University, USA)
Copyright: 2021
Pages: 19
Source title: Emerging Realities and the Future of Technology in the Classroom
Source Author(s)/Editor(s): Inaya Jaafar (The Chicago School of Professional Psychology, USA) and James M. Pedersen (Delaware Valley University, USA)
DOI: 10.4018/978-1-7998-6480-6.ch014

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Abstract

Twitter, a popular social networking application, is being recognized as a tool for changing how people share their knowledge and experience, as well as collaborate with one another. Twitter is being recognized for not only how people network with one another, but as a multipurpose learning tool. Originally designed as an application where users could update and share their statuses with friends, Twitter has become an essential tool for learning and developing online communities. Various studies feature Twitter's potentialities to promote the work of K-12 teachers. Within these studies, Twitter (1) enables educators to interact with other educators besides those in their own school districts, (2) decreases different kinds of isolation in workplaces, and (3) provides personalized and collaborative communities as well as PLNs.

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