#Edchat is Bigger, But Better Only for Some: Revisiting How and Why Educators Use Twitter

ID: 53788 Type: Full Paper - Book (submit final version now)
  1. K. Bret Staudt Willet, Michigan State University, United States

Thursday, March 21 3:00 PM-4:00 PM Location: Wilshire A View on map

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Abstract: This mixed methods study revisits Carpenter and Krutka’s (2014) survey of how and why educators use Twitter, narrowing the scope to a single hashtag, #Edchat. From October, 1, 2017 to June 5, 2018, I collected 1.2 million unique #Edchat tweets from approximately 200,000 different tweeters. Through machine coding I describe how educators contributed to #Edchat, and through human coding I describe why. I found that #Edchat offered educators a content source, a place to grow their reputation, and opportunities to connect with other educators for mutually beneficial purposes. Although the typical contributor retweeted just a single time in eight months, this busy conversation has persisted for a decade—however, the volume of content in #Edchat can be overwhelming for novices. Teacher educators must keep these factors in mind as they guide preservice teachers to appropriate networking, mentoring, and learning opportunities.

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