Educators often invest their own time and resources to engage in professional development and participate in communities of practice. Increasingly, educators are turning to online mechanisms to foster their self-driven professional development (Dede, 2006). In order to best engage teachers in these formats, it is critical that the educational research community continue to examine the ways that educators and learners utilize digital technology for personal learning purposes and professional development (Greenhow, Robelia, & Hughes, 2009). One such way educators are engaging in self-driven professional development is through Twitter. This research tracks the usage of self-identified K-12 faculty including instructional technologists, classroom educators and administrators over a 14-month period and analyzes the 25 most frequently visited educational sites to examine whether material presented is either grounded in research and/or whether it cites research to support its assertions.