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It reviews limitations of conventional, fragmented professional development and the need to support teachers’ individual cognitive and emotional participation. Drawing on established research about effective teacher learning, it frames professional development as a system involving programs, teachers, facilitators, and context, then argues for alternative, connected approaches aligned with diverse beliefs and classroom impacts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/virtual-professional-learning-network-exploring-an-educational-twitter-chat-as-professional-development/599911/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/virtual-professional-learning-network-exploring-an-educational-twitter-chat-as-professional-development/599911.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is social media considered useful for professional development in education?","Question",{"text":112,"@type":113},"The document argues that social media platforms increase opportunities to share information instantly and create wide-reaching virtual communities that can function as professional educational learning networks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What shortcomings does the paper identify in conventional professional development?",{"text":117,"@type":113},"It states that conventional professional development is fragmented, does not account for how teachers learn, and often fails to meet teachers’ individual needs and intended goals.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper describe an effective professional development system?",{"text":121,"@type":113},"It presents four key elements—professional development program, teachers, facilitator, and context—emphasizing that their relationships help determine effectiveness beyond focusing only on teachers and programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599911,1792190274,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Virtual Professional Learning Network: Exploring an Educational Twitter Chat as Professional Development  \nEdmund S. Adjapong  \nSeton Hall University  \nChristopher Emdin  \nTeachers College, Columbia University  \nIan Levy  \nManhattan College  \n“Ayo! A lot of these Twitter chats on education and \\#HipHopEd go harder than my school’s Professional Development.” -HipHopEd Educational Twitter Chat Participant  \nIntroduction  \nConsidering the advancement of digital technology over the past decade, and its impact on social media platforms such as Twitter, Facebook, and Instagram, the utility of social media among individuals from all over the world has increased exponentially, and these platforms have become integral to creating and maintaining wide-reaching virtual communities. With an electronic device as small and easily accessible as a cellphone, individuals can share information in the form of text, photos, videos, and live streaming instantaneously with their social networks. Over the past few years, these virtual communities have grown to include professional educational learning networks.  \nIn traditional educational settings such as schools, teachers are required to attend mandated professional development sessions that have a goal of “engaging teachers in practical tasks and providing opportunities to observe, assess and reflect on the new practices” (Darling-Hammond & McLaughlin, 1995) . Studies suggest that effective professional development for educators should “concentrate on instruction and student outcomes in teachers' specific schools; provide opportunities for collegial inquiry, help, and feedback; and connect teachers to external expertise while also respecting teachers'discretion and creativity” (Newmann, King & Youngs, 2000) . While we recognize the necessity and importance of effective professional development for teachers, research suggests that professional development for teachers historically has been woefully inadequate for meeting its intended goals and teachers’ specific professional learning needs (Borko, 2004) . Sykes (1996) identified conventional professional development as“the most serious and unsolved problem in policy and practice in American education today” due to the fact that most professional development do not cater to teachers’  \nindividual needs (p. 465). The reality is school districts and the federal government invest millions of dollars each year in support of professional development that is fragmented, that does not take into account how teachers learn, and that does not cater to the individual professional needs of teachers (Ball & Cohen, 1999; Borko, 2004) . In response, we suggest an approach to professional development that considers the challenges with the existing approaches while providing a mechanism for connecting teachers around beliefs, ideologies, and philosophies that directly impact their practice.  \nOver the past two decades, a considerable amount of literature has emerged on the “best practices” in professional development and teacher learning, but little research has been conducted on the effects of professional development on improving teacher, and in turn, student outcomes (Garet et al. 2001; Guskey & Yoon, 2009). Further, when discussing the professional learning of teachers, it is essential to recognize that it is a complex process that involves both cognitive and emotional participation of teachers. As Avalos (2011) demonstrates, professional learning for educators requires the capacity and willingness to examine where they stand in terms of convictions and beliefs and the perusal and enactment of appropriate alternatives for improvement or change. When we discuss the challenges of conventional professional development for educators, we recognize that the culture and experiences of educators strongly influence the attitudes, values, and behaviors that they bring to the profession (Gay, 2002; Putnam, & Borko, 2000) . In understanding that teachers come from various ","cbCainMtb2xiXkHC","https://ap.wps.com/l/cbCainMtb2xiXkHC","pdf",353380,16,"English","# Introduction\n## Limitations of conventional professional development\n## Teacher learning as cognitive and emotional participation\n## Professional development system elements\n## Need for alternative, technology-supported approaches","[{\"question\":\"Why is social media considered useful for professional development in education?\",\"answer\":\"The document argues that social media platforms increase opportunities to share information instantly and create wide-reaching virtual communities that can function as professional educational learning networks.\"},{\"question\":\"What shortcomings does the paper identify in conventional professional development?\",\"answer\":\"It states that conventional professional development is fragmented, does not account for how teachers learn, and often fails to meet teachers’ individual needs and intended goals.\"},{\"question\":\"How does the paper describe an effective professional development system?\",\"answer\":\"It presents four key elements—professional development program, teachers, facilitator, and context—emphasizing that their relationships help determine effectiveness beyond focusing only on teachers and programs.\"}]","Virtual Professional Learning Network - Exploring an Educational Twitter Chat as Professional Development | PDF",1792089672]