東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Social Studies Teachers' Use of Twit...

Langhorst, Eric.

Linked to FindBook

Google Book

Amazon

博客來

Social Studies Teachers' Use of Twitter and #edchats for Collaboration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social Studies Teachers' Use of Twitter and #edchats for Collaboration./
Author:	Langhorst, Eric.
Description:	191 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700962
ISBN:	9781321712490

Social Studies Teachers' Use of Twitter and #edchats for Collaboration.
Langhorst, Eric.

Social Studies Teachers' Use of Twitter and #edchats for Collaboration. - 191 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--Walden University, 2015.

Past studies have indicated that teachers in the United States have limited opportunities to collaborate with peers; this limitation has been found to be particularly problematic for social studies teachers. An increasing number of educators are using the social media application Twitter to collaborate. Little research exists concerning social studies teachers' use of #edchats, a weekly recurring Twitter session. The focus of this qualitative case study was the collaboration that exists among social studies teachers participating in Twitter edchats. The theoretical framework was communities of practice. Transcripts of 10 edchat sessions in 2013 were coded with an a priori strategy, and emergent themes were triangulated with interviews from 7 of the most consistent contributors from the edchats. Emergent themes included close personal connections among participants consistent with communities of practice and a narrow focus on social studies-specific content. Findings were consistent with existing research describing a general lack of formal training on the methodology of incorporating Twitter and a general consensus among active participants that adopting new technologies was relatively easy. Results indicate the potential of #edchats as an asynchronous and synchronous form of collaboration but also illustrate the need for formal training to help educators who feel less comfortable with adopting new technologies. The project resulting from this study, a free professional development program designed to teach educators how to use Twitter, will contribute to social change by sharing the benefits of creating a collaborative environment through Twitter, thus freeing participants from the constraints of physical location and time at no significant cost.

ISBN: 9781321712490Subjects--Topical Terms:

517670
Educational technology.

Social Studies Teachers' Use of Twitter and #edchats for Collaboration.
LDR:02656nmm a2200289 4500 001 2065982
005 20151205152900.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321712490
035 $a (MiAaPQ)AAI3700962
035 $a AAI3700962
040 $a MiAaPQ $c MiAaPQ
100 1 $a Langhorst, Eric. $3 3180741
245 1 0 $a Social Studies Teachers' Use of Twitter and #edchats for Collaboration.
300 $a 191 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Baiyun Chen.
502 $a Thesis (Ed.D.)--Walden University, 2015.
520 $a Past studies have indicated that teachers in the United States have limited opportunities to collaborate with peers; this limitation has been found to be particularly problematic for social studies teachers. An increasing number of educators are using the social media application Twitter to collaborate. Little research exists concerning social studies teachers' use of #edchats, a weekly recurring Twitter session. The focus of this qualitative case study was the collaboration that exists among social studies teachers participating in Twitter edchats. The theoretical framework was communities of practice. Transcripts of 10 edchat sessions in 2013 were coded with an a priori strategy, and emergent themes were triangulated with interviews from 7 of the most consistent contributors from the edchats. Emergent themes included close personal connections among participants consistent with communities of practice and a narrow focus on social studies-specific content. Findings were consistent with existing research describing a general lack of formal training on the methodology of incorporating Twitter and a general consensus among active participants that adopting new technologies was relatively easy. Results indicate the potential of #edchats as an asynchronous and synchronous form of collaboration but also illustrate the need for formal training to help educators who feel less comfortable with adopting new technologies. The project resulting from this study, a free professional development program designed to teach educators how to use Twitter, will contribute to social change by sharing the benefits of creating a collaborative environment through Twitter, thus freeing participants from the constraints of physical location and time at no significant cost.
590 $a School code: 0543.
650 4 $a Educational technology. $3 517670
650 4 $a Social sciences education. $3 2144735
650 4 $a Web studies. $3 2122754
690 $a 0710
690 $a 0534
690 $a 0646
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0543
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700962