International Portal of Teacher Education

Articles of the week

The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles.
The participants, 202 undergraduate students, enrolled on three different degree courses, were studying educational technology course modules.
A quantitative, transversal, and retrospective methodology with an ex post facto design was applied by the researchers.
The use of Twitter led to an increase in both perceived learning and critical thinking among the majority of students, and in collaborative aspects of the teaching-learning process, as well as in active student roles. The authors conclude that the experience of Twitter and its use in an educational context has therefore contributed to enhancing the quality of learning and the teaching-learning process itself.
The central focus of this multilayered educational action research project was three-fold:
(1) to provide opportunities for public school student leadership activities grounded in participatory and youth participatory action research;
(2) to support a group of teacher-researchers in practicing and innovating in participatory action research frameworks;
(3) to practice linking an educational action research project in a local region to the larger movement for democratizing education knowledge production and dissemination.
Project participants included 11 teacher-researchers, a staff-developer, a consultant, a university-based faculty member, and students in K-8 schools in the Lehigh Valley region of Eastern Pennsylvania USA.
To move from a traditional top-down administrative and curricular decision- making model to a distributed and more democratic model of leadership, the team argues that
(1) children must be permitted to play a leading role in their own learning, leading, and researching;
(2) teacher offers significant advantages over traditional in-service based professional development models; and
(3) in an era of increased deskilling and deprofessionalization, teachers must have the opportunity to reclaim their profession as they conduct research, create new knowledge, and share their findings publicly.