I first joined Twitter during my sophomore year of college. It was 2011 and, as far as I knew, it was a platform that was reserved for celebrity gossip, cat memes, and funny videos. My posting was intermittent on the platform until I decided to make a teacher account two years ago at the recommendation of some colleagues and I was blown away by what I found. In a not-so-tiny corner of Twitter, I discovered hundreds of thousands of educators from all over the world sharing thoughts, resources, and dialogue about all things education. It was an incredible space that broke down the discursive barriers and hierarchies that often stifle more formalized networks of practitioners. It provided me access to fellow teachers, authors, consultants, researchers, and countless organizations I'd never have found otherwise.

Over time, and with intentional follows and tweeting, I found myself in a community of educators whose interests and beliefs aligned with my own. EduTwitter had helped me come to find what Ettiene Wenger refers to as a community of practice; a collection of folks with a shared interest who work to hone their craft together. More importantly, my EduTwitter community of practice provided me an opportunity to commune and grow alongside a group of professionals that I would eventually come to regard (officially and unofficially) as colleagues, even friends. According to Wenger (1998) that is the true beauty of these communities.

Communities of practice should not be reduced to purely instrumental purposes. They are about knowing, but also about being together, living meaningfully, developing a satisfying identity, and altogether being human. [It] is by its very practice—not by other criteria—that a community establishes what is to be a competent participant, an outsider, or somewhere in between. 

Considering the lack of affinity spaces offered to educators outside school or district events, EduTwitter is a powerful tool for networking, resource sharing, and expanding one's educational horizons. Considering the fragmented and localized nature of our current education system, tapping into its potential can provide educators with windows into new possibilities. Personally speaking, I've had entire new career paths open up to me thanks to a fortunately timed direct message or reply tweet. The following multimedia element is long, but provides excellent onboarding information into the world of EduTwitter, albeit from a British perspective.

If you're an educator looking to connect with professionals with a particular shared interest, regardless of what it is, I encourage you to create an account and start searching for like-minded practitioners. 

References

History, Rogers. Teachers on Twitter: Making the most of EduTwitter. (2020, June 19). [Video]. YouTube. https://www.youtube.com/watch?v=Apl1zpx8lPI

Wenger, Etienne. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press. pp. 4, 6, 86, 102, 134, 136–7.