The advent of Web 2.0 technologies such as Twitter are reflective of an improved capacity for global educative collaboration. Discussion/Conclusions : The study provides guidance to health and physical education teacher education providers on how digital learning via Twitter can meet preservice teachers’ learning needs. Yet there were concerns due to Twitter’s public exposure to undesired Twitter users (relatedness) and how to navigate the platform (competence). Results : Twitter was perceived to be valuable for the following motivational components: (a) autonomy (choice over professional development, latest ideas, and learning flexibility), (b) relatedness (enhancing communication, tailored collaborations, and receiving practical support), and (c) competence (transferring ideas to classes, increasing technological competence, and keeping ahead of other teachers). conducted via Computer Assisted Qualitative Data Analysis Software, aligned to self-determination theory. Methods : Preservice teachers completed a qualitatively designed survey. The aim of this study was to investigate preservice teachers’ perceptions of the value of using Twitter for health and physical education teacher education. Purpose : Limited research has been conducted relating to the use of social media during health and physical education teacher education. Discussion/Conclusions: Understanding the reasons PE professionals use Twitter can provide a broader understanding for those contemplating the utilization of this platform and inform future Twitter/social media research directions for the field of PE.

Results: It was discovered that PE professionals perceived the Twitter platform to be highly valuable to connect with others in the profession, learn from others, and share ideas (both within schools and more broadly) via a convenient, usable form of technology. of Leximancer text mining software was uniquely employed to text mine the survey data to determine the key themes and concepts.

Consequently, the aim of the study was to investigate the reasons PE professionals use Twitter, with questions underpinned by Casey, Goodyear, and Armour's three-level conceptual classification framework of Pedagogies of Technology. Purpose: To date, there have been limited investigations relating to physical education (PE) professionals' engagement in the use of Twitter.

Why do teachers use cdf files