Apr. 15, 2014
Source: Journal of Technology and Teacher Education, Vol. 22, No. 2, p. 187-212, April 2014.
This article discusses the role of Twitter in a graduate seminar on language teaching methodology.
More than 80 teachers in training from around the U.S. and Canada tweeted regular reactions to and reflections of their experiences as new teachers, and participated in a follow-up survey.
The findings indicate that the microblogging tasks enabled participants to form a virtual Community of Practice in which they were able to learn, share, and reflect.