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Contemporary Issues in Technology and Teacher Education, 16(1).
Tweeting also includes its own set of symbols and language.
For example, hashtags (#) are a way to group together tweets by topic, and “@username” is used to mention a specific person on Twitter or to reply directly to a person on Twitter.
Specifically, we focus on the ways in which Twitter provided preservice teachers with opportunities to reflect on their own teaching, engage with communities of practice, and write for an authentic audience.
These reflections may provide blueprints for implementing a similar assignment and provide a rationale for Twitter’s usefulness as a tool to integrate into teacher education.
The authors examined the affordances and limitations of using Twitter in methods courses and suggest revisions to help other teacher educators consider ways to use Twitter in their own courses.
Specifically, the authors suggest that Twitter is useful for ongoing reflection and provides potential for preservice teachers to engage with larger communities of practice outside of their own institution; however, preservice teachers may need scaffolding and guidance for developing critical reflection skills and maintaining involvement in communities of practice.Reflecting, Connecting, and Writing Through Tweeting The Essentials of Twitter Twitter, an online social networking platform, was created in 2006 in San Francisco, California.When joining Twitter, users are asked to create a username, follow other users, and have other users follow them.“RT” is used in front of a Tweet that has been retweeted.Applications for smartphones (e.g., Tweet Deck and Tweetcaster) allow Twitter users to gain access to their account and to organize their tweets and the tweets of people they follow. In this article, the authors describe how they used Twitter to provide opportunities for reflection and collaboration during methods courses in two English education programs. Retrieved from https:// English teacher education programs often look for ways to help preservice teachers engage in critical reflection, participate in communities of practice, and write for authentic audiences in order to be able to teach in the 21st century.29), Lave and Wenger posited that learners participate in communities of practice and gradually transition from being a newcomer in that community to a full participant.Participants in a community of practice have a common goal in regard to what the community of practice is about, how it functions, and what it is capable of producing (Wenger, 1998).Connecting to Other Teachers Another important part of teacher education is the notion that learning is socially situated.In the seminal text, , Lave and Wenger (1991) advanced a notion of situated learning as learning that takes place by being engaged in a “community of practice.” Referring to one’s engagement in a social practice that results in learning as “legitimate peripheral participation” (p.