Globally Connected
Using Twitter to Support Rural Preservice Teachers
DOI:
https://doi.org/10.3776/tpre.2019.v9n1p91-104Keywords:
rural educaton, teacher education, preservice teachers, TwitterAbstract
Rural teachers face unique challenges, including limited resources, professional development, and support, leading many to quit the profession, especially new teachers. As the problem of rural teacher retention swells, teacher educators may find the social media tool Twitter useful in preparing novice teachers for teaching in rural communities. This article examines current practices in preparing rural preservice teachers, as well as strengths and challenges of rural schools. Previous research into using Twitter to support preservice teachers’ access to resources, professional development opportunities, and emotional needs in the teacher education program and beyond are highlighted. Guidelines for using Twitter with rural preservice teachers are also provided, including rural education hashtags, professional Twitter users, and the only known Twitter chat for rural education supporters.
References
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Benko, S. L., Guise, M., Earl, C. E., & Gill, W. (2016). More than social media: Using Twitter with preservice teachers as a means of reflection and engagement in communities of practice. Contemporary Issues in Technology and Teacher Education, 16(1), 1–21.
Brenner, D., Elder, A., Wimbish, S., & Walker, S. (2015). Principals’ perceptions about alternate route programs in rural areas. Rural Educator, 36(2), 38–46. Retrieved from http://epubs.library.msstate.edu/index.php/rural educator/article/view/282
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Byrd, J. K., & Brown, S. (2012). Rural school principals’ use of data in data-driven decision-making and the impact on student achievement. Education Leadership Review, 13(1), 1–10.
Chalker, D. M. (2002). Leadership for rural schools: Lessons for all educators. Lanham, MD: Scarecrow Press.
Cheung, A., & Slavin, R. E. (2012). The effectiveness of education technology for enhancing reading achievement: A meta-analysis. Retrieved from https://www.researchgate.net/publication/267818727_The_The_Effectiveness_of_Education_Technology_for_Enhancing_Reading_Achievement_A_Meta-Analysis
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Davis, M. S. (2002). Teacher retention and small rural school districts in Montana. Rural Educator, 24(2), 45–52.
DeAngelis, K. J., Wall, A. F., and Che, J. (2013). The impact of preservice preparation and early career support on early- to mid-career teachers’ career intentions and decisions. Journal of Teacher Education, 64(4), 338–355. https://doi.org/10.1177/0022487113488945
Domizi, D. P. (2013). Microblogging to foster connections and community in a weekly graduate seminar course. TechTrends, 57(1), 43–51. https://doi.org/10.1007/s11528-012-0630-0
Droe, K. L. (2015). Investigating parent and teacher perceptions of school, family, and community connectedness. Contributions to Music Education, 40, 57–70.
Fowles, J., Butler, J. S., Cowen, J. M., Streams, M. E., & Toma, E. F. (2014). Public employee quality in a geographic context a study of rural teachers. American Review of Public Administration, 44, 503–521. https://doi.org/10.1177/0275074012474714
Glover, T. A., Nugent, G. C., Chumney, F. L., Ihlo, T., Shapiro, E. S., Guard, K., . . . Bovaird, J. (2016). Investigating rural teachers’ professional development, instructional knowledge, and classroom practice. Journal of Research in Rural Education, 31(3), 1–16.
Gray, L., Taie, S., & Rear, I. (2015). Public school teacher attrition and mobility in the first five years: Results from the first through fifth waves of the 2007–08 beginning teacher longitudinal study (NCES 2015-337). Washington, DC: National Center for Education Statistics.
Helge, D. I., & Marrs, L. W. (1982). Personnel recruitment and retention in rural America: A growing problem. Pointer, 26(2), 28–33.
Hellsten, L. M., McIntyre, L. J., & Prytula, M. P. (2011). Teaching in rural Saskatchewan: First year teachers identify challenges and make recommendations. Rural Educator, 32(3), 11–21.
Henry, G. T., Bastian, K. C., and Fortner, C. K. (2011). Stayers and leavers: Early-career teacher effectiveness and attrition. Educational Researcher, 40(6), 271–280. https://doi.org/10.3102/0013189X11419042
Herold, B. (2015, November 19). The slowest Internet in Mississippi. Education Week. Retrieved from http://www.edweek.org/ew/projects/2015/rural-schools-broadband/the-slowest-internet-in-mississippi.html
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. https://doi.org/10.3102/00028312038003499
Ingersoll, R., Merrill, L., & Stuckey, D. (2014, April). Seven trends: The transformation of the teaching force. Consortium for Policy Research in Education, University of Pennsylvania. Retrieved from http://www.cpre.org/sites/default/files/workingpapers/1506_7trendsapril2014.pdf
Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Education Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
Johnson, K. (2016). Professional Twitter for preservice teachers: Getting started with a professional presence on social media. In Proceedings of EdMedia 2016—World Conference on Educational Media and Technology (pp. 761–763). Vancouver, BC: Association for the Advancement of Computing in Education.
Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2006). What does certification tell us about teacher effectiveness? Evidence from New York City (Working Paper No. 12155). Cambridge, MA: National Bureau of Economic Research. https://doi.org/10.3386/w12155
Kormos, E. M. (2018). The unseen digital divide: Urban, suburban, and rural teacher use and perceptions of web-based classroom technologies. Computers in the Schools, 35(1), 19–31. https://doi.org/10.1080/07380569.2018.1429168
Knoblauch, D., & Chase, M. A. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education, 45, 104–114. https://doi.org/10.1016/j.tate.2014.10.001
Krutka, D. G. (2014). Social media as a catalyst for convergence culture: Immersing pre-service social studies teachers in the social media terrain. In W. B. Russell (Ed.), Digital social studies (pp. 271–302). Charlotte, NC: Information Age.
Lave, J., & Wegner, B. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lazarev, V., Toby, M., Zacamy, J., Lin L., & Newman, D. (2017). Indicators of successful teacher recruitment and retention in Oklahoma rural schools (REL 2018-275). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2018275.pdf
Lemon, N. (2016). Pre-service teachers engaging with Twitter as a professional online learning environment. In Information Resources Management Association (Ed.), Professional development and workplace learning: Concepts, methodologies, tools, and applications Vol. 3 (pp. 1434–1464). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-4666-8632-8.ch078
Lin, M. F., Hoffman, E. S., & Borengasser, C. (2013). Is social media too social for class? A case study of Twitter use. TechTrends, 57(2), 39–45.
Lin, S. Y., Isernhagen, J., Scherz, S., & Denner, P. R. (2014). Rural educator perceptions of parent involvement in public schools: Perspectives from three states. Rural Educator, 26(1), 40–56.
Lowe, J. M. (2006). Rural education: Attracting and retaining teachers in small schools. Rural Educator, 27(2), 28–32.
Luo, T., Sickel, J., & Cheng, L. (2017). Preservice teachers’ participation and perceptions of Twitter live chats as personal learning networks. Tech Trends 61(3), 226–235. https://doi.org/10.1007/s11528-016-0137-1
McDonough, P. M., Gildersleeve, R. E., & Jarsky, K. M. (2010). The golden cage of rural college access: How higher education can respond to the rural life. In Schafft, K. A., & Jackson, A. Y. (Eds.), Rural education for the twenty-first century: Identity, place, and community in a globalizing world (pp. 191–209). State College, PA: Penn State University Press.
Miller, L. C. (2012). Situating the rural teacher labor market in the broader context: A descriptive analysis of the market dynamics in New York State. Journal of Research in Rural Education, 27(13), 1–31. Retrieved from http://jrre.psu.edu/articles/27-13.pdf
Mills, M. (2014). Effect of faculty member’s use of Twitter as informal professional development during a preservice teacher internship. Contemporary Issues in Technology and Teacher Education, 14(4). Retrieved from https://www.citejournal.org/volume-14/issue-4-14/current-practice/effect-of-faculty-members-use-of-twitter-as-informal-professional-development-during-a-preservice-teacher-internship/
Milner, H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61, 118–131. https://doi.org/10.1177/0022487109347670
Moffa, E. D., & McHenry-Sorber, E. (2018). Learning to be rural: Lessons about being rural in teacher education programs. Rural Educator, 39(1), 26–40.
Moller, M. R., Moller, L. L., & Schmidt, D. (2016). Examining the teacher pipeline: Will they stay or will they go? Rural Educator, 37(1), 25–38.
Monk, D. (2007). Recruiting and retaining high-quality teachers in rural areas. Future of Children, 17, 155–174. https://doi.org/10.1353/foc.2007.0009
Pitler, H. (2011). So many devices, so little use: Classroom observation data suggests that technology, even in the most device-rich schools and districts, is not being used by teachers or students. Technological Horizons in Education, 38(6), 42–45.
Preston, J. P., Jakubiec, B. A., & Kooymans, R. (2013). Common challenges faced by rural principals: A review of the literature. Rural Educator, 35(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1022612.pdf
Proffit, A. C., Sale, R. P., Alexander, A. E., & Andrews, R. S. (2004). The Appalachian Model Teaching Consortium: Preparing teachers for rural Appalachia. Rural Educator, 26(1), 24–29. Retrieved from https://files.eric.ed.gov/fulltext/EJ783831.pdf
Quirk, A., & Spiegelman, M. (2018). Public school principals’ perceptions of influence by school level and community type. National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2018/2018014.pdf
Redding, S., & Walberg, H. J. (2012). Promoting learning in rural schools. Lincoln, IL: Center on Innovation and Improvement.
Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: An investigation of novice teachers’ stressors in the elementary classroom. Education, 128(2), 211–226.
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2019-05-30
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Zimmerle, J. C., & Lambert, C. (2019). Globally Connected: Using Twitter to Support Rural Preservice Teachers. Theory & Practice in Rural Education, 9(1), 91–104. https://doi.org/10.3776/tpre.2019.v9n1p91-104
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