1. Glen DeVoogd, Ph.D. Joshua Kunnath Rebecca Rocha Arika Jackson
Teacher Development in the English Classroom: Exploring the Affordances of Twitter to Address the Action Element of Critical Literacy
Glen DeVoogd, Ph.D.
Joshua Kunnath
Rebecca Rocha
Arika Jackson

2. Critical Literacy – skill
Introduction
Critical Literacy – skill
Active reading of texts to discover power dynamics and voices of the oppressed
TPACK - framework
Integration of content, pedagogy & technology
Twitter – mode
Social networking service

3. Follow a teacher’s development to:
Purpose
Action research study
Follow a teacher’s development to:
Explore the affordances of Twitter
Apply critical literacy to English curriculum

4. Research Questions
In what ways does the teacher learn to use Twitter as a tool for social change to teach the eleventh grade English curriculum?
What is the process the teacher navigates to consider ways to use Twitter for critical comprehension?
How does the teacher use Twitter to assess students’ learning of critical literacy and the eleventh grade English curriculum?
How does the teacher use Twitter to facilitate student action steps in critical literacy?

5. Background
Setting: high school urban area in California’s Central Valley
Population: 2,000 students
66% Hispanic, 21% White, and 5% African American
32 11th grade English AP Students
Teacher – 7th year in the classroom
First time integrating social media (Twitter) in the English curriculum

6. Taught & practiced use of Twitter Taught & practiced critical literacy
Methods
Unit: 18 days
Taught & practiced use of Twitter
Taught & practiced critical literacy
Combined these two
Taught American literature w/ Twitter
Combined all three
Twitter use:
HW Tweets, class tweets, research, communication

7. Research Question/Data Source Alignment
In what ways does the teacher learn to use Twitter as a tool for social change to teach the eleventh grade English curriculum?
Student reflections, teacher interview, teacher reflections
What is the process the teacher navigates to consider ways to use Twitter for critical comprehension?
Teacher reflections
How does the teacher use Twitter to assess students’ learning of critical literacy and the eleventh grade English curriculum?
Student Tweets, teacher interview, teacher reflections
How does the teacher use Twitter to facilitate student action steps in critical literacy?

8. Example Student Tweets
“The media is spreading the info. leaked by the hackers making the whole ordeal worse. And is there any public value in publicizing these documents”
“Change in a system will not come from rioting and violence no matter how unjust the final ruling of the Brown case seemed to be”
“i don't think ive ever heard the native Americans' perspective on the 1st thanksgiving.. their voices are definitely silenced”
“I read Self Reliance w/mostly an aesthetic stance Bcz it was easy to connect to in that way&apply to my life w/ his dif. Ideas”

9. Results
Categories
Themes
Affordances of Twitter, critical literacy learning, curriculum learning, efficiency
Learning time
Feedback, participation, peer learning, personalities, relationships
Student voices
Action steps, application of critical literacy, misunderstandings
Limited action

10. Learning Time
Twitter increased the learning efficiency within the classroom
Twitter increased learning time outside of the classroom
“Would Cuckoo’s Nest be different if it took place in a women’s mental hospital and not one for men?” (student Tweet)
“Students learned from their peers, could ask me questions outside of class quickly and easily, and could learn from others outside of the class.” (teacher interview)

11. Student Voices
The use of Twitter and application of critical literacy provided students with a stronger voice
Twitter empowered students
Twitter promoted equity of student voices
“We were able to hear those less outspoken.” (student reflection)
“One student participated more on Twitter than she ever has in class.” (teacher reflection)

12. Limited Action
Students struggled to take critical literacy action steps with Twitter
“I don’t know how to apply action to this scenario.” (student reflection)
“In recent news of California drought, we can use less water to water our lawns and wash our cars in order to help save water. A little water saved, can make a huge difference.” (student Tweet)
“When they were required to actually take the step, they greatly struggled” (teacher interview)
“What’s an action step?” (student Tweet)

13. Discussion
RQ1: The teacher guided students to communicate the application of critical literacy with Twitter
RQ2: Reflection & refinement (TPACK), student feedback, literature
RQ3: Formative assessment: 20 homework Tweets, class Tweets
RQ4: Applying critical literacy to news and social issues w/Tweets

14. Conclusions Twitter was shown to be an effective tool to:
teach the English curriculum & critical literacy
increase total learning time and learning efficiency
empower students/foster active learners
formatively assess student learning
Twitter was not effective in leading students to take action steps with critical literacy

15. Paper References
Bishop, E. (2014). Critical literacy. Journal of Curriculum Theorizing, 30(1), Chai, C. S., Koh, J. H., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), McLaughlin, M., & DeVoogd, G. (2004). Critical literacy: Enhancing students’ comprehension of text. New York: Scholastic. McLaughlin, M. & DeVoogd, G. (2010). Critical literacy as comprehension: Understanding at deeper levels. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching English language arts (pp ). New York: Routledge. McLeod, J., & Vasinda, S. (2008). Critical literacy and Web 2.0: Exercising and negotiating power. Computers in the Schools, 25(3/4), Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), National Ministry of Education. (2004). Literacy for learning: The report of the expert panel on literacy in Grades 4 to 6 in Ontario. Toronto, ON: Queen’s Printer for Ontario. Ontario Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards: English language arts. Washington, DC: National Governors Association Center for Best Practices & Council of Chief State School Officers. Papola, A. L. (2013) Critical literacy, Common Core, and close reading. Colorado Reading Journal,