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Abstract

Page history last edited by Carol Skyring 11 years, 4 months ago

The World Wide Web (the Web) has grown into a global information and communication space with more than a billion users and has entered a new, more social and participatory phase where people create and manage online content rather than just viewing it; a place where people can communicate knowledge, share resources and participate in social networks. Online social networking sites provide tools that allow people to identify, meet, connect, share information and collaborate with others. Online social networks are being used to support professional learning where groups of people are using the Web to communicate and collaborate in order to build and share knowledge and form professional learning networks (PLNs).

 

The purpose of the study described in this thesis was to investigate how microblogging, a form of online social networking, was being employed by educators to support their professional learning. Educators have networked for many years in order to share practice, however, the Web has facilitated networking across greater geographical distances and individuals are personalising their own social networks with the help of the Web. The role of new technologies in professional teacher learning has been scarcely explored (Packer & Daley, 2006) and research into the use of microblogging, in particular, is sparse. Through a qualitative research design using content analysis, a survey and interviews, the study examined activities and perceptions of educators in order to provide an insight into how and why they engage in microblogging and the value they place on it as a professional learning tool.

 

The study drew on concepts from social constructivism to understand the value placed on microblogging as a professional learning tool. Data was gathered from three sources: a transcript of microblog posts (n=600), an online survey (n=121) and one-on-one interviews (n=9) with purposively selected participants. The Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000) was used to analyse the content of microblog posts and to develop a criteria against which to further investigate microblogging activities through an online survey and one-on-one interviews. This provided insights into the use of microblogging for self-directed professional learning and the value educators place on microblogging as a professional learning tool.

 

The results of the study show that educators consider participation in microblogging to be a meaningful form of professional learning and microblogging is an important component of their PLNs. The advantage of microblogging as a professional learning tool lies in its ability to link educators globally to discuss ideas from different perspectives and to share resources and teaching practices. Educators who microblog have access to relevant and timely learning that is not constrained by time or distance and can be tailored to meet their individual needs.

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