Why (and How) Do Teachers Engage in Social Networks? An Exploratory Study of Professional Use of Facebook and Its Implications for Lifelong Learning

Autor/inn/en	Ranieri, Maria; Manca, Stefania; Fini, Antonio
Titel	Why (and How) Do Teachers Engage in Social Networks? An Exploratory Study of Professional Use of Facebook and Its Implications for Lifelong Learning
Quelle	In: British Journal of Educational Technology, 43 (2012) 5, S.754-769 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2012.01356.x
Schlagwörter	Foreign Countries; Group Membership; Group Dynamics; Lifelong Learning; Social Networks; Social Capital; Teacher Behavior; Hypothesis Testing; Teacher Education; Communities of Practice; Network Analysis; Web 2.0 Technologies; Computer Uses in Education; Computer Mediated Communication; Use Studies; Online Surveys; Questionnaires; Web Sites; Teacher Surveys; Italy + Suchen Sie Ihr Suchwort? Ausland; Gruppenzugehörigkeit; Gruppendynamik; Life-long learning; Lebenslanges Lernen; Social network; Soziales Netzwerk; Sozialkapital; Teacher behaviour; Lehrerverhalten; Hypothesenprüfung; Hypothesentest; Lehrerausbildung; Lehrerbildung; Community; Netzplantechnik; Computernutzung; Computerkonferenz; Benutzerschulung; Fragebogen; Web-Design; Italien
Abstract	To date, little empirical research on professional use of social network sites has been conducted, particularly with reference to groups of teachers on Facebook. The paper presents the results of two surveys addressed to the founders of five Italian Facebook groups and their members (n = 1107), with the aim of investigating mechanisms underlying group membership and reflecting on their implications for professional development. A number of hypotheses were tested in order to explore the nature of three dimensions (domain, network and practice) involved in these groups, assimilated by authors into networks of practice. The study investigated the mechanisms of group membership and their participatory dynamics in terms of group types (generic vs. thematic), duration of membership and the interplay between offline and online activities. Results showed that groups differing in terms of domain (generic or thematic) are characterized by particular mechanisms of affiliation and participation and that mechanisms of legitimation of the members, as well as of shared resources, are associated with the duration of membership. Further research should be conducted to investigate how social capital dynamics evolve over time, influencing the construction of group identity. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10