Do school administrators support teachers’ learning via Twitter?

Teachers are using Twitter to learn. Many teachers have even reported that Twitter is their go-to for professional development. When I designed the research questions for my dissertation, not only did I look at how teachers were using Twitter, I wanted to know if they had any support from their admins for what they were learning and bringing back to their teaching.

The good news from my research study is that about two-thirds of teachers felt supported by their admins. They perceived supportive admins to be those who also were 1) active Twitter users and 2) encouraged teachers to share what they had learned. In some cases, teachers reported having district Twitter chats that encouraged teachers to participate in discussions and may have even provided incentives. Teachers also appreciated when their admins retweeted their tweets. However, some teachers may be more cautious about how they use Twitter because of the presence of their admins.

While most teachers reported having supportive admins, some felt that their admins wanted to maintain the status quo. Some teachers felt dismayed that their admins did not seem to care about what they learned online, partly because they did not seem to trust the information teachers were learning or they had little understanding of social media themselves.

Even though this research was completed prior to the COVID-19 pandemic, it is possible that admins have shifted their viewpoints regarding the use of social media to help teachers learn. This area of research could have implications for teacher professional development. Finding ways to formalize a learning experience via a Twitter chat or an exchange of ideas with experts could be valuable, especially for teachers who cannot meet in person, and who need to meet a certain number of PD hours.

Now that teachers have had an entire year in which they had to shift their teaching to a mix of remote, hybrid, and in-person, perhaps admins should reconsider their views if they were unsure about social media as a learning tool for teachers. Knowing that the use of the hashtags, #RemoteTeaching and #RemoteLearning, grew during the pandemic (Trust, Carpenter, Krutka, & Kimmons, 2020) shows the relevancy of Twitter as a place for teachers to go for information. For this reason, admins should be looking for ways to support their teachers on Twitter.

To read the full article: Perceptions of Administrators’ Support for Grades K-5 Teachers’ Professional Learning with Twitter: What Does It Look Like?


Trust, T., Carpenter, J.P., Krutka, D.G, & Kimmons, R. (2020). #RemoteTeaching & #RemoteLearning: Educator tweeting during the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 151-159.

Featured Photo by George Pagan III on Unsplash

Remote Teaching: Engaging Math Activity

Let me begin by saying, I love some of the ideas I learn about on Twitter! During remote teaching in the spring, or shall I say, “emergency remote teaching,” I felt my students needed an activity that would involve some type of group collaboration.

As I scrolled through Twitter, I came across an idea for a “Mystery Number Jar.” This seemed like a great idea for a connection that I could make between my 7th grade students and students in the elementary grades.

First, students were grouped into Zoom breakout rooms. Then, one (or more) students gathered small items from around the house and a jar.

Second, students devised clues in a slideshow about the correct number of items in the jar.

Lastly, students recorded their presentations in Zoom and uploaded their videos into Flipgrid. The Flipgrid videos were shared with teachers of the elementary students who then recorded their guesses in Flipgrid.

Some alternatives to the way I did this activity could be to have students in the same class create mystery jars for each other. Other items or ideas with clues could be used for guessing. For example, students could select an animal, historical figure, or location for their mystery.

This activity nailed 4 key areas of instruction in an online environment:

  1. Engagement and practice with mathematical concepts
  2. Technology integration which enhanced engagement
  3. Collaboration between students
  4. Bridging a connection between middle schoolers and elementary school students

Overall, my students responded positively to this activity. It also helped build some classroom connections as well.

Computer skills for middle & high school students: What competencies should they be taught?

I teach computer skills classes to 7th and 9th graders. In my first teaching job in Harlem, I had one of the few rooms with A/C and Internet. Computer labs were still popular in 2003/4 and throughout most of my teaching career.

The use of computer labs has lessened as 1:1 Chromebooks, iPads and other devices have afforded many students the opportunity to learn directly in their classrooms. While the role of a “computer teacher” may still exist, the title and responsibilities have shifted.

My title is now, Technology Integration Specialist, which means that I work with all teachers to find ways to integrate the use of digital tools into their teaching to enhance the curricula. I’m also responsible for the foundation level computer classes for all students who enter in the 7th and 9th grades. A big question I ask myself every year when I plan my courses is, what technical competencies do my students need?

While the curriculum for my computer skills class is flexible, I’ve been contemplating what essential skills my students need to know and be able to do once they have completed this course. I think there is a tendency to assume that “digital native” students are competent technology users because they are growing up in a world with technology 24/7. However, just because students may know how to perform a Google search, change fonts in a document, or record a TikTok, does not necessarily mean they know how to learn from technology.

The overview of my 9th grade computer concepts course included the following topics: Digital Drama, Privacy & Security, Media Literacy, Mystery Skype, Word and Excel.

Last year, I discovered an online digital curriculum called Applied Educational Systems (AES). This curriculum includes Business apps and Health Care foundation courses. It offers interactive tutorials on applications including all Google Apps and Microsoft Office applications. While my students didn’t “love” completing some of the lengthy assignments in AES, they definitely learned some intricate uses of Word and Excel.

Once we switched to remote teaching, the use of AES was helpful for students to continue their learning. I mainly had my 9th grade students focus on creating spreadsheets in Excel, a practical tool that comes in handy in many areas of life. My students learned how to create budgets, write formulas for recipes and keep track of items in an inventory.

For the next year, I’m thinking of new assignments for my students to create in Excel. Previously, they created travel budgets. If you have some ideas, please share them with me!

Student-centered learning

Through my dissertation research, I’ve been asking teachers if their classrooms have become more student-centered as a result of their learning from Twitter. The answer from many teachers is yes!

When I look at the teachers who are posting their classroom projects and ideas on Twitter, I admire them. They are sharing their student learning with the world. They are making connections with others. They have a support network of teachers available 24/7.

In my attempt to bring some of the ideas from Twitter into my son’s classroom, I’ve coordinated with his teacher to allow me to teach her how to use them with her students. This week, her 3rd grade class has three #MysterySkype calls. In addition, I have helped her use some digital tools to make the curriculum student-centered.

Here is an example of a hyperdoc lesson that I helped create for her third graders:


Hello, my name is Talia and I am an educator/researcher/parent and this is my blog, On Education.

This blog site is will be used to share my perspectives on education in today’s digital world. Currently, I am in the data collection/analysis stage of my dissertation. I’m working toward a doctoral degree in Instructional Technology & Media @ Teachers College, Columbia. For the past 3.5 weeks, I have been using Twitter to recruit participants to take my online survey.

My research topic is geared toward investigating how elementary school teachers (K-5) are using Twitter to support their professional learning. Twitter has been described by some as a resource that teachers must use for many reasons including: Learning from other educators, experts, and authors; building relationships; showcasing their classrooms to the world; and connecting students globally.

My assumption is that a a better understanding of how K-5 use Twitter will provide teachers, administrators, and other leaders in the field of education with additional support networks to call upon in an effort to improve teaching practices.


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