Wright (2010). Twittering in teacher education.

Wright, N. (2010). Twittering in teacher education: Reflecting on practicum experiences. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 259–265. doi:10.1080/02680513.2010.512102

“… (thematic content analysis) … An identified benefit was a sense of community. … honed participants’ reflective thinking.” (p 259)

“The focus group discussion revealed that supportive posts were highly valued, reducing participants’ feelings of isolation and emotional overload.” (p 262)

“… participants agreed that they were forced to think very deeply about what to convey in their 140 characters.” (p 262)

“… The ability to use colloquial and text message conventions meant that tweets reflected not only ideas, but also mood. Tweets exhibited turn-taking cues, and punctuation reflected and acknowledged both emotions and social interaction (Borau, Ullrich, Feng, & Shen, 2009).” (p 263)

“Twitter chronologically logged participants’ reflective thinking during a school practicum, reduced isolation and supported a sense of community.” (p 263)

“And while they found the 140-character limit initially restricted their ability to explain ideas, it focused their thinking to reflect purposefully on their experiences.” (p 263)

See this page at https://kinasevych.ca/index.php