Chapter 9: Concluding


Chapter 9 introductory graphic

The professional development that teachers undertake on and through Twitter resists easy, simple description. Despite my efforts, it cannot easily be condensed into a single list of characteristics, set of features or tight-knit package of outcomes. Where one teacher finds no more than a place to keep abreast of current educational developments, another might be seeking a virtual staffroom to unwind and either celebrate or pick apart the challenges they are facing in the classroom. Someone else might relish an opportunity to debate received wisdom within a broader educational arena, whilst another wishes to become part of a committed group of fellow practitioners seeking to extend and enhance their classroom practice and capabilities. People don’t appear to set out on Twitter with the above as objectives they’re keen to achieve, but instead develop a range of practices which address their needs and provide the benefits appropriate to them.Read More »