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Social Media And Professional Learning
Truitt, Tiffany
Truitt, Tiffany
Abstract
Although research indicates professional learning could positively influence both teacher retention and student achievement, many educators continue to express dissatisfaction with professional learning experiences. In a Virginia Department of Education (VDOE, 2019b) survey, teachers at Roth High School expressed issues with misalignment between the content of professional learning offerings and their specific learning needs, a lack of follow-up implementation support, and a failure to see an effect on student achievement. Using Guskey’s (2000) Five Levels of Professional Development Framework, which uses a leveled approached to assessing professional learning, this action research study sought to achieve a better understanding of the potential benefits and potential challenges of using social media for professional learning; how teachers selected professional learning experiences while using the medium; and what additional supports might be needed to support its use. Data collected from a professional learning tracking document, survey, and focus group provided evidence that teachers were pleased with their experiences using social media for professional learning, citing its ability to provide specific learning aligned with their content and usability as two of its most compelling benefits. Because teachers did report some issues with collaboration and information overload, leaders may want to consider how to leverage elements of the 70-20-10 learning model to provide additional opportunities for collaboration, guidance on how to select meaningful learning experiences, and offer follow-up support. Despite these barriers, teachers believe using social media for professional learning to be a worthwhile endeavor, and school leaders should continue to explore ways to leverage it.
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2024-01-01
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Constantino, Margaret
Stronge, James
Ward, Tom
Stronge, James
Ward, Tom
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Education
DOI
https://dx.doi.org/10.25774/w4-4hcq-k055