{"id":7909,"date":"2018-05-03T17:24:51","date_gmt":"2018-05-03T17:24:51","guid":{"rendered":"https:\/\/citejournal.org\/\/\/"},"modified":"2018-09-07T15:45:32","modified_gmt":"2018-09-07T15:45:32","slug":"this-is-how-we-do-it-twitter-and-technology-use-in-the-professional-lives-of-two-secondary-english-teachers","status":"publish","type":"post","link":"https:\/\/citejournal.org\/volume-18\/issue-2-18\/english-language-arts\/this-is-how-we-do-it-twitter-and-technology-use-in-the-professional-lives-of-two-secondary-english-teachers","title":{"rendered":"This Is How We Do It: Authentic and Strategic Technology Use by Novice English Teachers"},"content":{"rendered":"
As literacy in the 21st<\/sup> century expands beyond print to include digital texts, media objects, images, sounds and social practices, what it means to be an English teacher in secondary schools is also shifting and growing in complexity. A recent large nationwide survey indicates that although technology integration is a priority for both teacher candidates (TCs) and teacher educators, the actual incorporation of technology into lesson planning and pedagogical practice remains inconsistent (Pasternak et al., 2016). While the issue of access to resources for integrating digital literacies and technology in the classroom is being addressed to some degree in the research (Herrington, Hodgson, & Moran, 2009; Johnson, 2014), much remains to be learned about the ways teachers are making choices related to technology use, both inside their classrooms and as professionals outside of the classroom.<\/p>\n The case study described in this article examined how two teachers demonstrated and talked about their use technology in their early careers as secondary English teachers, with a focus on the strategic ways in which Twitter supported their professional development and intersected with other forms of technology use.\u00a0 In doing so, the study focused on the ways in which these teachers found Twitter and other technologies to be meaningful tools in their classroom and professional practices; how each teacher\u2019s personal dispositions toward Twitter specifically shaped her actual use of this social media tool; and the role that teacher educators can play in supporting positive dispositions toward technology and social media in preservice candidates\u2019 future professional practice.<\/p>\n Twitter is a microblogging platform that limits user posts (\u201ctweets\u201d) to 140-characters.\u00a0 Users build networks through following others (subscribing to their tweets) and as others follow them.\u00a0 Particular tweets can be \u201cliked\u201d by clicking a heart icon on the tweet (Twitter, 2016). Twitter has become a relatively popular social media site, with 24% of all online adult users and 29% of online users with a baccalaureate degree or higher reporting use of Twitter in 2016 (Pew Research Center, 2016).<\/p>\n While this study focuses primarily on and draws heavily from uses of Twitter in professional contexts, the use of Twitter as a social media tool, both in this study, and in the literature, is part of a larger conversation on the roles and perceptions of technology in English teachers\u2019 work.\u00a0 Technology and multimodal literacies as integral elements of robust English classroom instruction have been focal points for both professional organizations (International Society for Technology in Education, 2000, 2016; National Council of Teachers of English, 1996, 2013) and researchers (The New London Group, 1996) since the turn of the 21st<\/sup> century.\u00a0 In relation to the English classroom, studies have investigated and evaluated technology as a literacy tool; when and how to use technology appropriately; and opportunities to use technology that demonstrate an awareness of issues of equity and diversity (Pope & Golub, 2000).<\/p>\n Social media is a form of technology with multiple potential professional uses, in and outside of the classroom.\u00a0 An emerging field of scholarship has begun looking at the role of online communities, including those formed through social media (including Twitter, which is featured prominently in this study), as a professional learning tool that can promote professional community among educators (Carpenter & Krutka, 2014, 2015; Hur & Brush, 2009).<\/p>\n This early research indicates the promise of participating in online communities in terms of teacher learning, connecting with other educators (to avoid isolation), and exploring new ideas with some anonymity. which paradoxically, allows for teachers to seek resources and support more openly (Hur & Brush, 2009). \u00a0Studies on Twitter and microblogging, focused on TCs, have indicated use of such spaces for candidates to reflect on their own learning; establish community with fellow preservice teachers, current practicing educators and their professor; retweet or share resources; and gain information related to their professional learning (Benko, Guise, Earl, & Gill, 2016; Carpenter, 2015; Mills, 2014; Wright, 2010).\u00a0 In English education, Twitter has also been used by teacher educators to promote the development of teacher positionality in relation to sociopolitical matters and to connect to literacy experts in the field (Benko et al., 2016; Cook & Bissonnette, 2016).<\/p>\n While uses of technology and social media have engendered growing interest in educational research and practice, there has been less focus on the role of agency and dispositions in the choices that teachers make to engage with various forms of technology professionally. The studies that do explore dispositions in relation to technology integration are focused exclusively on classroom practice.\u00a0 These studies have indicated that English TCs have mixed dispositions toward technology. Some regard technology with suspicion, as a potential replacement for traditional texts; others see it as a tool to engage students quickly with ideas, but view the responsibility of teaching critical media literacy as an extra duty rather than an extension of general literacy practices (Ortega, 2013; Pasternak, 2007; Pasternak et al., 2016; Pope & Golub, 2000).<\/p>\n If English TCs are to move away from notions of technology as supplementary and toward notions of technology as integral to their professional practice and identities, TCs must have opportunities for practice; see models of teacher educators using technology strategically and intentionally for instructional purposes; and be able to reflect on their epistemologies and conceptions of technology in their classrooms (Ortega, 2013; Pasternak, 2007; Pasternak et al., 2016).\u00a0 In doing so, TCs may approach technology with more confidence, competence, and creativity as they enter the classroom.<\/p>\n A sense of confidence, competence, and creativity are all positive dispositions toward technology that can shape an understanding of one\u2019s professional identity. As part of the larger fields of teacher education and teacher development, dispositions and agency have been linked to the development of a teacher professional identity that includes the skills necessary to engage and interact with others in ways that make a positive difference with students and in other educational contexts (Diez, 2007; Lasky, 2005; Shoffner et al., 2014).<\/p>\n Positioning teachers as active agents, with particular dispositions that inform their professional choices, moves discussion of technology use beyond notions of skills-based competency.\u00a0 This view of teachers shifts the discussion from what teachers can do (in their classrooms) with technology to how and why teachers make choices to integrate specific forms of technology (including social media like Twitter) in specific ways as part of their overall professional practice. It also allows for an examination of the conditions that might support TCs in developing more positive dispositions toward technology in their professional lives in and outside of the classroom, a gap in the current literature in the field.<\/p>\n This case study focused on the use of Twitter and other forms of technology in the professional lives of two early career teachers who were introduced to multiple forms of technology in their preservice literacy course and later adopted some technology practices in their English classrooms. Each case description begins by discussing the focal teacher\u2019s use of Twitter and other forms of technology within a preservice teacher education course and follows up with these teachers in their early professional careers to further examine their professional uses of technology.\u00a0 Each teacher is positioned as an active agent who chose to use technology, strategically, within two distinct social settings (Lasky, 2005): the preservice classroom (as a TC), and the secondary classroom (as a teacher).\u00a0 While both teachers used Twitter and other forms of technology for various purposes in each setting, these uses were examined with respect to initial and subsequent personal dispositions, defined as behaviors exhibited and attitudes held (Shoffner et al., 2014), toward technology use, in both settings.<\/p>\n Both focal participants took my content area literacy course as part of a postbaccalaureate single subject credential program at a large public university on the West Coast.\u00a0 The literacy course drew from students in multiple disciplines and focused primarily on strategies that could support literacy development across the curriculum at the secondary level. Twitter registration was a requirement of my course section, and students received, through lecture, information on the purposeful use of Twitter during the course for reasons such as regular access to the professor; access to teaching resources; micro-blogging one\u2019s thoughts, and connections with other professionals.<\/p>\n While Twitter registration was required of TCs in this course, regular use of Twitter was not monitored, and students chose their own levels of participation. TCs had the option to make their Twitter accounts public or private, as long as they followed their classmates and the professor, but were encouraged to have public accounts during the course to encourage greater professional networking opportunities.<\/p>\n This course also included a specific session focused on 21st<\/sup>-century literacies that introduced multiple application (\u201capp\u201d) based tools for the classroom, ways to use technology in professional learning outside of the classroom, and social media resource tools in addition to Twitter (e.g., using safer closed social media platforms like Haiku, EdModo, or Google classroom to promote interaction in the classroom or collecting resources by pinning on a Pinterest board). All students engaged with exploration of apps, in disciplinary pairs or small groups during this course session and were asked to share one specific tool they might use in their future classroom.<\/p>\n Finally, all candidates in the course completed a 21st<\/sup>-century literacy project based on technology integration. \u00a0Project choices included the creation of a digital story, participation in a Twitter chat (with a Storify archive and a reflection), and authoring a professional blog. (Storify [http:\/\/storify.com<\/a>] is a cloud-based, social network service platform that allows users to search for and collect posts from various social media sites, including Twitter, related to particular topics using hashtags or topics. It is often used to archive Twitterchat discussions.) Candidates could choose any of the three choices, with the goal of the project being to engage with technology as both a learner and a professional.<\/p>\n As the instructor of the recruitment course, I chose to integrate technology into the course to provide a model for teacher candidates consistent with the five International Society for Technology in Education (ISTE, 2008) teacher standards that were active during the time of the course. I set up an environment of digital age learning experiences and assessments through requiring students to register for Twitter and through regular communication and resource sharing via the course learning management system (e.g., weekly e-mail updates, posting the syllabus, all course lecture PowerPoint electronic slides and assignments online with no printed copies distributed in class). The course also included the aforementioned required assessment to engage students with 21st<\/sup> century literacy practices, and course session devoted to digital literacy and technology integration in the classroom that devoted class time to exploration of technology tools in context.<\/p>\n Outside of class, I also regularly used Twitter to interact with current and former credential students, both publicly and through the private message feature; used Twitter professionally to share resources; followed and tweeted using class hashtags; participated in educationally related Twitter chats; and live-tweeted professional events, posting from various conferences and talks, as a form of archival notetaking.\u00a0 Through these efforts, I sought to provide opportunities for engagement and model the benefits of technology use in and outside of the classroom to support professional work in education, but I recognized that TCs, as active agents, might choose to take up such opportunities in a variety of ways or might only engage in a limited way according to the requirements of the course.<\/p>\n In designing the 21st<\/sup>-century literacy choice project, I set a goal for active TC engagement in a form of technological literacy that could support the development of their professional practice at different levels of the SAMR (substitution, augmentation, modification, redefinition) framework (Puentedura, 2010).\u00a0 In providing a choice of three different technology based options, TCs could use either (a) social media tools for facilitated professional connections and networking around a chosen topic with a secondary focus on reflection (Twitterchat and storify option); (b) software tools (iMovie, Powerpoint, or Windows Media Maker) to create a content-related digital video (digital story option); or (c) the integrated learning management system (LMS) blogging platform for professional reflection and interaction (blogging option). The blogging and Twitterchat options were conceptualized to promote engagement with technology that was professionally related, but not necessarily classroom centered, whereas the digital story option was designed to incorporate the use of a technology-based platform that could be more directly transferred to TC classroom practice.<\/p>\n Each option also required different forms and levels of technological literacies. Puentedura\u2019s (2010) SAMR model identified four levels of technology use by educators: substitution, in which technology asks as a direct tool substitute with no functional change; augmentation, in which technology also is a direct tool substitute with some functional improvement; modification, in which technology allows for significant task redesign; and redefinition, in which technology allows for the creation of new tasks that were previously inconceivable.<\/p>\n The blogging option was an example of augmentation, in which the blogging feature, an embedded widget in the university LMS, acted as a technology-based substitute for a reflective journal entry. It functionally improved a reflective journal by allowing for more public interaction, but was more of an enhancement of this type of assignment than transformational.\u00a0 The digital story was an example of modification, in which multiple images, recorded voice (storytelling), and narrative created a significantly different product than an in-person electronic slide presentation or a text-based narrative.\u00a0 The multimodality and complexity of integrating transitions and multiple layers of technology-based skills in the creation of the digital story made it a complex option for TCs, but it appealed to TCs who sought to create a tool they might be able to use in their future classrooms.<\/p>\n Finally, the Twitterchat and Storify reflection was an example of redefinition in allowing preservice TCs to connect virtually with a network of educators around a common topic from the comfort of their own homes through the use of a twitter hashtag at a given time.\u00a0 This option, while seemingly simpler in technological complexity than the digital story, required TCs to be comfortable with the use of hashtags, the format of a Twitter chat (which often includes multiple simultaneous conversations), and the curation of tweets using a second platform (Storify). It provided TCs the opportunity to engage actively in personalized professional development that prior to the advent of Twitter would have been impossible.<\/p>\n In choosing to integrate technology in these ways within the preservice course, I intentionally modeled positive dispositions toward technology in classroom spaces, particularly demonstrating how Twitter could be used as a social media tool for instruction, resource sharing, and establishing professional connections in and beyond the teacher education classroom and providing opportunities for students to engage actively with technology in professional spaces. The focal cases demonstrate how two teachers developed their own uses of Twitter and technology over time, in distinct, but important ways, connected to dispositional qualities indicated in their preservice use of technology.<\/p>\n The focal participants were both full-time secondary English teachers at the time of the study. Following the credential program, Mal obtained a high school position, and Heather became a middle school teacher, both within the region where they obtained their credentials.\u00a0 Heather taught in a more affluent suburban district with a reputation for higher performing students, whereas Mal taught in an urban-suburban district with a high population of socio-economically disadvantaged students and a district emphasis on technology as part of college and career readiness initiatives.\u00a0 Heather was in her third year of full-time teaching during the time of this study, whereas Mal was beginning her second year of full-time teaching.<\/p>\n The selection of case study participants was done from a larger pool of students, recruited based on the following criteria: (a) currently teaching full time in an English classroom; (b) some activity on course-related Twitter accounts since their time in the course; (c) former students in the literacy course; (d) demonstrated an interest in ongoing incorporation of technology into their professional practice at the end of the preservice course.<\/p>\n Recruitment occurred through Twitter.\u00a0 Individuals who fit the selection criteria were sent a private message and invited to participate in a short follow-up survey administered through Qualtrics that asked about their uses of technology and Twitter in their preservice coursework and in their professional work since leaving the course. Prospective participants completed the survey and engaged in brief follow-up online interviews with me through Twitter.<\/p>\n The focal participants were chosen to examine individual and cross-case themes related to technology integration across various contexts. While Twitter was the primary recruitment tool and use of Twitter was part of the recruitment criteria, both focal participants also mentioned and exhibited other forms of technology use both in the preservice course and in their professional practice.<\/p>\n Table 1Technology, Teaching and Agency<\/h2>\n
Methodology<\/h2>\n
Preservice Course Context<\/h3>\n
Setting a Space for Technology Integration and Exploration<\/h2>\n
Participants<\/h3>\n
\n<\/strong>Uses of Technology by Focal Participants<\/p>\n