LAUSR

ABSTRACT Teachers’ use of online social networking to support their learning may have important implications for classroom teaching practices. This mixed methods study investigated how elementary schoolteachers used Twitter professionally. Teachers described what they learned from Twitter and how they applied their new learning to their teaching. Technology integration techniques emerged as a key finding for what teachers reportedly learned. Teachers also described using information they learned to alter their teaching practices and to identify other educational opportunities. With demand for technology integration in schools and related professional development on the rise, these findings have implications for teachers, school leaders, and policymakers. This study’s findings suggest Twitter may hold value as a legitimate platform for continuous teacher learning. However, information adopted from Twitter must be critically evaluated for evidence-based practices as opposed to responding to the latest fads.