School Twitter accounts: exploring the perceptions of primary school children, their parents and school staff

O'Shaughnessy, Samantha Jane 2016. School Twitter accounts: exploring the perceptions of primary school children, their parents and school staff. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

This exploratory study considered the perceptions of those involved with using a school Twitter account. Twitter is essentially an internet based microblogging (the posting of very short entries or updates on a personal webpage or social networking site) service in which members can post updates known as ‘Tweets’ of 140 characters (including spaces and punctuation) to answer the question “What’s happening?”. The study analysed how pupils used Twitter in a mainstream primary school setting and evaluated the views and opinions of the pupils, parents and the staff who took part. It described ways in which schools, parents (and the wider community) could use this social media tool to communicate and share children’s learning with key stakeholders. It also examined the use of social media from an eco-systemic viewpoint and considered how Twitter might fit in with the theory of a New Learning Ecology (Spires et al., 2009 & 2012). A combination of quantitative and qualitative data was collected. The project ran in two separate phases – a pilot study (summer 2014) and a main research section (summer 2015). Each phase lasted approximately half a term. The pilot study involved twelve pupils from years five and six, a focus group of three parents and one member of teaching staff (n=16). Pupils from the first school helped to set up a school Twitter account and drafted Tweets which were then posted to the school account by their class teacher.

Item Type:	Thesis (DEdPsy)
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Date of First Compliant Deposit:	4 May 2017
Date of Acceptance:	26 April 2017
Last Modified:	11 Nov 2021 13:56
URI:	https://orca.cardiff.ac.uk/id/eprint/100295

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