conference, informal learning, online learning, professional development, technology
Frontiers in Education
Physical educators report a multitude of benefits from accessing informal learning opportunities via social media. However, a lack of research has been conducted on adapted physical education (APE) teachers’ usage of social media for professional learning (PL) purposes. Thus, the purpose of this study was to explore how APE teachers use social media to learn about APE content. A survey was used to identify APE teachers’ (n = 73) social media usage patterns. Descriptive statistics were reported, and multiple t-tests were used to compare how participants perceived the usefulness of social media vs. conferences for PL purposes. Multiple linear regression analyses were also used to identify variables that predicted the participants’ likelihood of attending conferences and using social media for PL purposes. Results demonstrated many participants used an array of social media platforms to learn about topics such as activities and equipment. However, participants indicated that conferences were significantly more useful in gaining information about APE related topics compared to social media. Following multivariate analysis, personal and professional usage of social media for PL purposes was associated with conference attendance. The potential of APE teachers and organizing bodies to use social media for PL purposes and future research recommendations are discussed.
Department of Kinesiology
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UNI ScholarWorks, Rod Library, University of Northern Iowa
©2022 The Authors. Creative Commons Attribution License.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
McNamara, Scott; Ng, Kwok; and Healy, Sean, "Adapted Physical Educators’ Social Media Usage for Professional Learning" (2022). Faculty Publications. 5228.
First published in Frontiers in Education, Volume 7, March 10 (2022), Article 849919 published by Digital Education.