This study reveals educators’ experiences with using Twitter as a professional learning network. The context of this study is framed by the notion of ubiquitous learning woven into the underpinnings of social learning theory, adult learning theory and connectivism. Current traditional professional learning does not adequately address the needs of today’s educators. There is growing evidence to suggest that teachers are more isolated and lacking the collaboration necessary to encourage and sustain best practices in the classroom. This research investigates the topics of traditional professional learning, online learning and social networks to lead to a keen understanding of the nuances and pitfalls of teacher learning and how Twitter can remedy some of the drawbacks of traditional professional learning. Chapter one provides an introduction inclusive of the researcher’s personal connection to the research topic, the research problem, the research questions and highlights the purpose of the research and the significance to the field. In addition, the organization of the study and a review of relevant terms is noted. Chapter two of this study conforms the review of the literature for this research including the theoretical framework and the topical strands that support the research. In chapter three the researcher discusses the detailed methodology ascribed to for the study. Through a narrative that captures educators’ voices, chapter four details the findings of this research. Chapter five are the conclusion, limitations and implications for further research in this context.
","abstract_html":"<p>This study reveals educators’ experiences with using Twitter as a professional learning network. The context of this study is framed by the notion of ubiquitous learning woven into the underpinnings of social learning theory, adult learning theory and connectivism. Current traditional professional learning does not adequately address the needs of today’s educators. There is growing evidence to suggest that teachers are more isolated and lacking the collaboration necessary to encourage and sustain best practices in the classroom. This research investigates the topics of traditional professional learning, online learning and social networks to lead to a keen understanding of the nuances and pitfalls of teacher learning and how Twitter can remedy some of the drawbacks of traditional professional learning. Chapter one provides an introduction inclusive of the researcher’s personal connection to the research topic, the research problem, the research questions and highlights the purpose of the research and the significance to the field. In addition, the organization of the study and a review of relevant terms is noted. Chapter two of this study conforms the review of the literature for this research including the theoretical framework and the topical strands that support the research. In chapter three the researcher discusses the detailed methodology ascribed to for the study. Through a narrative that captures educators’ voices, chapter four details the findings of this research. Chapter five are the conclusion, limitations and implications for further research in this context.</p>","abstract_has_math":false,"creators":["King, Valerie"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Mark Warner","Dr. Iván M. Jorrín-Abellán"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-10-19T07:00:00Z","date_published":"2017-10-19T07:00:00Z","updated_at":"2026-07-24T02:43:17Z","subjects":["Twitter","Online Professional Learning","Teacher Isolation","Atlas ti","Adult Learning","Innovative Professional Learning","Ubiquitous Learning","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Mark Warner","Dr. Iván M. 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The context of this study is framed by the notion of ubiquitous learning woven into the underpinnings of social learning theory, adult learning theory and connectivism. Current traditional professional learning does not adequately address the needs of today’s educators. There is growing evidence to suggest that teachers are more isolated and lacking the collaboration necessary to encourage and sustain best practices in the classroom. This research investigates the topics of traditional professional learning, online learning and social networks to lead to a keen understanding of the nuances and pitfalls of teacher learning and how Twitter can remedy some of the drawbacks of traditional professional learning. Chapter one provides an introduction inclusive of the researcher’s personal connection to the research topic, the research problem, the research questions and highlights the purpose of the research and the significance to the field. In addition, the organization of the study and a review of relevant terms is noted. Chapter two of this study conforms the review of the literature for this research including the theoretical framework and the topical strands that support the research. In chapter three the researcher discusses the detailed methodology ascribed to for the study. Through a narrative that captures educators’ voices, chapter four details the findings of this research. Chapter five are the conclusion, limitations and implications for further research in this context.
"]},{"key":"dc:title","label":"Title","values":["A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network"]}]}],"canonical_facts":{"dc:contributor":["Dr. Mark Warner","Dr. Iván M. Jorrín-Abellán"],"dc:creator":["King, Valerie"],"dc:date.available":["2017-11-15T08:00:00Z"],"dc:description.abstract":["This study reveals educators’ experiences with using Twitter as a professional learning network. The context of this study is framed by the notion of ubiquitous learning woven into the underpinnings of social learning theory, adult learning theory and connectivism. Current traditional professional learning does not adequately address the needs of today’s educators. There is growing evidence to suggest that teachers are more isolated and lacking the collaboration necessary to encourage and sustain best practices in the classroom. This research investigates the topics of traditional professional learning, online learning and social networks to lead to a keen understanding of the nuances and pitfalls of teacher learning and how Twitter can remedy some of the drawbacks of traditional professional learning. Chapter one provides an introduction inclusive of the researcher’s personal connection to the research topic, the research problem, the research questions and highlights the purpose of the research and the significance to the field. In addition, the organization of the study and a review of relevant terms is noted. Chapter two of this study conforms the review of the literature for this research including the theoretical framework and the topical strands that support the research. In chapter three the researcher discusses the detailed methodology ascribed to for the study. Through a narrative that captures educators’ voices, chapter four details the findings of this research. Chapter five are the conclusion, limitations and implications for further research in this context.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/16"],"dc:subject":["Twitter","Online Professional Learning","Teacher Isolation","Atlas ti","Adult Learning","Innovative Professional Learning","Ubiquitous Learning","Teacher Education and Professional Development"],"dc:title":["A Little Birdy Told Me: Educators’ Experiences with Twitter as a Professional Learning Network"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:17Z"}