Author

Bradford Lusk

Date Approved

2021

Degree Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Leadership and Counseling

Committee Member

James Berry, Ed.D.

Committee Member

David Anderson, Ed.D.

Committee Member

Toni Stokes Jones, Ph.D.

Committee Member

Ronald Flowers, Ed.D.

Abstract

Educator professional development has the power to affect day-to-day educational practice. Every school district wrestles with planning professional development for improving educators professionally to better student achievement. With the largest portion of the budget being spent on personnel, developing educators and staff professionally should be a school district’s main priority. Taking into consideration the nature of adult learners and changes in educational and technological resources, professional development is ripe for a change. The purpose of this case study was to explore educators’ perceptions of using Twitter to receive and engage in professional development over a five-week period. Interviews of the study participants were conducted before and after the study to determine their perceptions of using Twitter for professional development. Through analysis of interviews, this dissertation investigates educators’ perceptions of using Twitter for professional development. The researcher concluded that when proper training and preparatory measures are taken, the use of Twitter can provide professional learning opportunities for educators as adult learners in an efficient and meaningful way. Study results indicated that future professional development opportunities should include choice for the learner, through the use of Twitter.

Included in

Education Commons

Share

COinS