Page 192 - IJET_July2021_final

Research Article

Appropriation of Twitter in Educational Settings by Mentor
Teachers of Delhi Government Schools: A Beginning

Manu Gulati & Syedah Fawzia Nadeem
2
1
1 Mentor Teacher, T.G.T (English), Directorate of Education GNCT of Delhi, Delhi, India,
Email: mwadhwa22@gmail.com
2 Professor, IASE Jamia Millia Islamia, New Delhi, India

Abstract
This study aims to explore how Mentor Teachers (MTs) appropriate Twitter in their
academic and pedagogic endeavours. It explores the journey of all 190 Mentor Teachers
of Delhi Government Schools using Twitter in their educational settings; beginning from
training of these teachers on tweeting skills to understanding their twitter usage post
one year of the training. Tools and techniques of the study were the survey, interviews
and content analysis. The findings of the survey and interviews were triangulated with
the content analysis of the tweets. Five hundred tweets chosen for content analysis were
hand-coded into emergent patterns to identify the messages these Mentor Teachers pass
on Twitter. Findings of the study demonstrate that Mentor Teachers use Twitter to build
networks with fellow Mentor Teachers, teachers and other educational professionals.
The study reveals diversity in the extent of Twitter usage by the Mentor Teachers in their
educational settings. Diversity is also evident in Mentor Teachers’ sharing of resources
related to their respective teaching subjects. Mentor Teachers’ tweets’ content relate
to different themes. Inclination was most on the theme of sharing achievements of
students, school, other teachers and self. Majority of the Mentor Teachers reported the
positive role of Twitter in their professional development.

Keywords: Mentor Teachers, Twitter, Network, Codes, Achievements
Introduction (Gunawardena et al. 2009) in their
Beginning of the 21st century academic and pedagogic endeavours.
has witnessed the emergence of Interactions enhance a teacher's ability
social media as a powerful tool of to engage in reflective dialogue and also
communication. It enables people question ineffective routines (Kruse &
to share their ideas, thoughts and Louis 1993, Little 2002). Interactions
practices. It has the immense potential and sharing of thoughts and practices
to build powerful narratives thereby are parts of professional development
bringing a positive change in the society. programs of teachers. When teachers
In the last one and a half decade, the participate in professional development
use of social media has been on a rise in programs, they “develop, implement
the educational landscape. Social Media and share practices, knowledge and
has helped teachers "foster interaction, values that address the needs of all
collaboration, and contribution" students." (Schlager, Fusco et al. 2004).

182 Indian Journal of Educational Technology
Volume 3, Issue 2, July 2021