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Review table

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Module 3

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Review table

  1. 1. Article title. ’ Publication date Use of Twitter perceptiors for formative of using evaluation‘ Twitter for Reflections on formative trainer and evaluation trainees’ exp eriences. Publication date: 2 0 1 2 Title and Authorin full citation: The study wa s Qualitative; including references to in-depth interviews and field notes. Theoretical Questionsf hyp othais explored in article 1 . What were the b enefits o fusing Twitter in this training program? 2. What were the p erceived barriers o 1' using Twitter in this training program? 3 . How did using Twitter for formative course evaluation a ffect tea ching and learning? Chen, L. & Chen, T. -L. (2012). Use of Twitter for formative evaluation: reflections ontrainer and uainees’ exp erienoes. British Journal o_/ Educatiaml Technology, 43(2), 49-52. The qualitative data included field notes, chat logs, interview transcripts, and in« depth interviews. Analysis 0 f article and contents The strengtlu o f the research included data analysis with data reduction; identifying mayor clusters with NYIXLQ 9. They identified the categories in Mike 2.. 5119521313 1 holistic view of the study. Also, a triangulation of the data was done; developing reliability and validity of the results. A limitation of the study could b e that Author‘ s conclusionsv"yoLI conclusions Keyfindings relatedta the research q uestions, Chen and Chen(20 12) indicatedthat Twitter had a positive impact on formative evaluation. There were challenges presented during the study that included: particip ants’ lack ofdigital skills, English asa, $. ecsznc1Lazis!4Ase. !ia, rrieu, and participans’ collaborative skills, The used of Twitter as a formative evaluation helpedidentifiedthe potentials of Twitterin an online learning environment The challenges presentedinthe article gave a clearperspective ofdetails that a futile study should evaluate; including a Twitter tutorial for the participarts. The theoretical framework and data collection techniques will be an exarrple to appliedinrny research. The research questions of my study included the relationship of Twitter and teachers‘ pro fasional development. Chen and Chen(2012) study gave strengths to my research questions because researcling formative assessmmts has a - otential relatio ' ' - with teachers‘
  2. 2. the authors’ role that included participation and observation experiences and profiessional developmait The study includedthe use of Twitter to develop a learning opp orturity and fomutive assessment. Chen and Char (20 12) research question about Twitter benefitsin a uainingprogramis a relationship that I will explore in my case study. Also, the categories showed the impact ofTwitter on a sociallearning experience; such as Knowledge sharing commurity, social context andpositive disinhibitionbehavior. The results of the study showeda benefit from using Twitter as an alternative to foster educative learning experiences; giving the research questions a fourx‘lat: ion for furtha study.
  3. 3. Qrestionl Article titlex . ' Theoretical Questions’ ' , _ ; Analysis of Author’s conclusions“you' topic Publication hypothesis article and conclusions Keyfindings addressed date exploredin ' ’ contents in article article Twitter as Twitter for ' ’ '_ Does using ' The strength The author’s conclusiom showed a teaching teaching: Can Twitter of the study that Twitter increase connectiom tool socialmedia be improve includedthe and engagemert. There weren’t used to interpersonal ' use of fa ctor indication of an increase in enhance the relations? , ' 1 analysis interpersonalrelations between process of Does using using SPSS participarts. The relationship leaming’? Twitter 20 with between using Twitter and Publication increase means and attendance was not presert. The date: 20 14 student standard relationship between Twitter on engagemert? deviations class and attaichnce could affea Is Twitter that howpro fessors used Twitterin the usage linked developed classroom. The used of quartitative to validity in research with Twitter was an attendance? the research interested approach; the atthor process. The evaluatedthe use of Twitter (amout of tweets) instead of the content (text). The article helps evaluated thepossibilities ofa mixedmethod appro ach for a futile study where the content and usage of Twitterin teachers’ professional developmert couldbe explored. Title and Authorin full citation: - Evans, C . (2014). Twitter for teaching: Can so cial media be used to . r ml. y flan enhance the process 0 flearring’, ’,BriIi: h Jo urnalofEducaIianal T - . Technology, 45(5),9o2.915. doi:10.l1 11s‘bjet.12099 . '; fl"°°“. mgfimdwmm showed that the use o 1‘ Twitter 2:
  4. 4. variables to revise the study results. The Cronbach’s alpha coefficient was .84 showing internal consistency. A limitation o f the study would be missing data that was evaluated with pairwise deletion. study included Siemens’ me® showinghowthe connectionsbetween theparticipans will to sterleaming experiences. The research questions will benefit from the study theoretical framework and qualitativeresearch design that validates the topic selected. The study showed a gap inthe literature for further studies. It included a recornrnerxhtion for qualitative studies that explores Twitter leaming exp eriences.
  5. 5. The used o f Twitter to develop teachers’ pro fession- rial develop- insist Preservice Teachers’ bfiwhlsséns Development via Twitter Publication date: 20 1 5 Quantitative Study Theoretical framework Questions’ hyp othais explored in article 1 . How did preservice tea chers use Twitter for pro fessional purpo ses, b oth throng: assigned coursework and o f their own volition’? 2. What are preservice tea chers’ p erceptions o f the use of Twitter for pro fessional purpo ses, b oth as assigned coursewodr and o f their own volition? The study strengths. included the literature reviewed, and a descriptive statistics that applied means and standard deviations. The study limitation could be the éllléll. sawsls Size (20) for a quantitative research design Author‘s conclusionsfyotr conclusions KeyFindirrg5 Carpenter (20 1 5) concludedthat Twitter providedbenefits for preservice teachers. The benefits included online resources, collaboration, andpeerto peer network leaming experiences. The preservice teachers were exposed to (voluntary) infonnal learning experiences. Carper1a(20 l 5) iridicatedthat the usedof Twitter as a professional developmait for teachers hasnot been researched enough. There is limited inforrnafnn about the topic showing a gap inthe literature. The gap in the literature will benefit my future research study, where the study of Edu Twitter chats will be explored. Carperter (20 1 5) indicated that collaborationarnongteadiers couldbe developed using Twitterin a professionallearning cornrrairity. Carpenta(2015)identifiedtw'o concepts crowdsouce and curation; both are irnp ortart in a social learnin commuri devt-lo - within
  6. 6. Title and Authorin full citation: Carp enta, J. (20 1 5). Preservice teachers‘ rriicroblogghg: Professional development via Twitter. Contemporary Issues in Technology and Teacher Education, 15(2), 209-234. Twitter. The research questions ofmy study included the relationship between Twitter and teachers‘ pro fessional developmait. The study will explore the tea chers learning opportunities with Twitter. Carpenter (20 14) stixly strengths the research questicrs because the parficipans were future teachers, andidentified the benefits of Twitter in educationand giving a fiamework for f| .It1.l'e studies. The study includedthe use ofhashags 5 and resources sharedthat showed the teachers interactiorsinthe Twitter platformthat developed collaboration andleaning outside the classro oms.
  7. 7. Q. iestiori* Article fitlex Theoretical Qrestionsl Analysis of Author’s condusionslyou topic Publication framework hypothais ' ' article and conclusionsKey_/ indings addressed date of article explorediri contents article The use of Quantitative Seven Hypoth5is- The strengtls Twitter helps students connect, twitter in large Study Principles if Twitter ' ' of the study advise and corrrruiicate. The lecture for Good integration included a authors‘ concluchdthat Twitter courses: Do the Practice in helped two -year helped students develop an online students see a Undergradu reduce research, commurity, The study showed how benefit? ate student’s Mann« Twitter can students’ Publication Education, isolation and Whitney U isolationiri large lecture courses. A date: 201 5 develop a Tests, Mean qualitative studywith a large samph and sense of and Standard size was applied. The integration of (1987), community Deviation, Twitter to avoidisolation canbe < in those lirrutatioru relatedto the isolation teaches 119;], and courses. of the study perceive in the classroom. The sense acuve includedthe of community that hadbeen studied leaming researchers will gve a chance to relate to the experience study of the effectof Edu Twitter with the use chats inteachers professional of Twitter, developmait. Inteachss’ andthere professional developrnait the sense were chang of cornmmity can promote in the survey collab oration aridleaning quesfions opportunties. dunng the Title and Authorin full citation: may‘ The slnngm‘ my ‘send’ questions aboutteachas' Lecture Courses: Do the Students See a BenefiL? __ Comfisnyrorary Pm f°55i°'“1 d°V°]°Pm‘1tP’°93m’ Educational Techmlogy, 6(2), 12 6-13 9. 3995“ T‘”m5- The fEt“""““° reviewed showed how Twitter promote interactiors betweaithe artici arts; witht: he social
  8. 8. W interactions teachers pro fessional developrnait would occured ark! learning experiences would take place giving the research questions a foundation to relied on The sense of commurity research on Ross, figugu‘, ar1dYu(2015)is related to the commiliity of practice that teachers develop during pro fessional developmaits pro yarrx. Twitter wmild help develop a professional learning commurity thatwould help them improve their diytal skills, collaborate and learn.
  9. 9. Qrestion*' Article title" topic Publication addressed date Theoretical framework o f article Study Preservice Effectof teachers faculty pro fession« member’s use gal of twitter as develop- informal rnentwith professional Twitter. development during a preservice tea cher internship Publication date: 2 0 1 4 Title and Authorinfull citatioir msfiessignalfierslepmertfiirinsaflissnricsrsashsc izitgnsliig, Cantemparqv Issues in Technology andfeacha Education, 14(4‘),45 1-467. Questions’ hyp othais explored in article Wa s a preservice Twitter accouit considered to be a helpful informal pro fessional developmeit tool during an irrterriship 7 What were the perceived pro fessional developmeit benefits o f following a Twitter accourt? Would preservice teachers who followed an informal fa culty Twitter logy used in article Analysis of article and COIIIEITIS The strengtls o f the study relied in the descriptive analyses, and Pearson chi. square with SPSS 21 (Mac OS), The literature reviewed b ased fiom a tea chers’ p ersp ective helps understand the p otential of Twitter as a pro fessional developmait opp orturity. The lirriitations of the study relied in the sample size and Author’: conclusions"yoI. I' conclusions Keyfindings The study showed Twitterbenefits forteacheis that included: access to new technology, classroun resources, and strategies. Mills (20 l4)indicatedthe importance of informal learning opporturities for preservice teachers. Informal leamingwill help teachers collaborate. Further researchin the use of Twitter forinfonnalleaining and collaboration shoridbe done Teacher educator pro grarm should promote the use of Twitterto develop collaboration arnorrgnew and experienced teachers. The parficip arts view the used of Twitter as helpful. The article helps my researchby showing an exanple of a theoretical frarnework applied for preservice teachers that develop informal leaming experienca withii the Twitter platfoirn. The study mengths my research questions because promotes the used of Twitter as a professional development alternative for teachers. Also, showedthe - ossibiliues that Twitterhadto
  10. 10. internship report being more likely to continue following that account even aftcthe internship'. ’ Would preservice teachers who followed an informal faculty Twitter accourt during an internship report being more likely to follow a Twitter accourt o f their school or educational cooperative after graduation‘? What other social media services would connect, collaborate, and leam The literature reviewed inchrded future teachers in a Twitter leaming commurity validating the opporturity to further explore the topic.
  11. 11. preservice teachers consider using asan informal professional developmait tool?

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