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Preservice Teachers’ Participation and Perceptions of Twitter Live Chats as Personal Learning Networks

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Abstract

This study presents two cases in which undergraduates were introduced to Twitter in their teacher preparation program as a means of developing a personal learning network. Twitter live chats are synchronous discussions that allow education stakeholders to discuss issues and share resources, engaging on potentially a global scale via the social networking platform. This study examines how students participated in these live chats, perceived benefits and challenges and how prior experience and preconceived perceptions of Twitter influenced the live chat experience and intentions for continued participation. Pre-activity reflections, student tweets and post-activity reflections were analyzed both qualitatively and quantitatively. While familiarity with Twitter varied, no participants had previously participated in a professional Twitter live chat; the majority of participants indicated a positive perception and intensions to continue participating in Twitter live chats. Plans for introducing, scaffolding and reflecting on initial Twitter live chat experiences are detailed and considerations and implications are discussed.

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Authors and Affiliations

  1. Darden College of Education, Old Dominion University, Norfolk, VA, USA

    Tian Luo

  2. School of Education, Western Sydney University, Sydney, NSW, Australia

    Jamie Sickel

  3. College of Education, University of Florida, Gainesville, FL, USA

    Li Cheng

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  1. Tian Luo
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  2. Jamie Sickel
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  3. Li Cheng
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Correspondence to Tian Luo.

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Luo, T., Sickel, J. & Cheng, L. Preservice Teachers’ Participation and Perceptions of Twitter Live Chats as Personal Learning Networks. TechTrends 61, 226–235 (2017). https://doi.org/10.1007/s11528-016-0137-1

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  • DOI: https://doi.org/10.1007/s11528-016-0137-1

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