Digital Bridges: How Art Educators Build Professional Learning Networks on Twitter

<p>This qualitative case study explores the experiences of K-12 art teachers in the United States who participate in the #K12ArtChat, as a form of professional learning. Grounded in social constructivist learning, connectivism, and informal learning, this study addressed how and why art educators use Twitter Chats for professional growth and the potential impact of participation on their teaching practices. Five themes emerged from this study: Twitter's role as a professional development art education platform, the fostering of personal relationships and support, active community participation and advocacy, continuous professional development, and any perceived pedagogical shifts. With a significant emphasis on combatting the pervasive issue of teacher isolation, especially for those educators positioned as singletons without access to content-specific professional learning opportunities, the findings advocate for a shift in the perceptions and practices surrounding professional development for K-12 art educators.</p>

Name thesis:degree_name

Doctor of Education in Instructional Technology

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Instructional Technology

Year

2023

Author dc:creator

• Heyser, Jennifer

Contributors dc:contributor

• Dr. Julia Fuller
• Dr. Jabari Cain

• Twitter Chats
• Professional Development
• Art Education
• Teacher Isolation
• Education
• Educational Technology
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/instruceddoc_etd/23

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:instruceddoc_etd-1024