Participatory Learning through Social Media: How and Why Social Studies Educators Use Twitter

Autor/inn/en	Krutka, Daniel G.; Carpenter, Jeffrey P.
Titel	Participatory Learning through Social Media: How and Why Social Studies Educators Use Twitter
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 16 (2016) 1, S.38-59 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Social Media; Computer Mediated Communication; Social Networks; Electronic Publishing; Web Sites; Telecommunications; Handheld Devices; Participatory Research; Social Studies; Teachers; Teacher Surveys; Professional Development; Class Activities; Citizen Participation; Technological Advancement; Citizenship Education; Web 2.0 Technologies; Interaction; Multimedia Materials; Technology Uses in Education; Media Literacy; Questioning Techniques; Grounded Theory; Interrater Reliability; Progressive Education + Suchen Sie Ihr Suchwort? Soziale Medien; Computerkonferenz; Social network; Soziales Netzwerk; Elektronisches Publizieren; Web-Design; Telekommunikationstechnik; Forschungstätigkeit; Gemeinschaftskunde; Lehrer; Lehrerin; Lehrende; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Technological development; Technologische Entwicklung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Interaktion; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Media skills; Medie competence; Medienkompetenz; Befragungstechnik; Fragetechnik; Interrater-Reliabilität; Reformpädagogik; Progressive Erziehung
Abstract	The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To determine how and why social studies educators use Twitter, 303 K-16 self-identified social studies educators were surveyed in this study. Results from respondents suggested that they valued the professional development experiences afforded by the platform, but were less likely to utilize Twitter for communication or class activities. Themes and examples that point to ways social studies educators use Twitter are described to provide insights for educators aiming to use social media professionally. Questions are also raised concerning whether social studies educators have missed opportunities to use social media to connect across racial and cultural boundaries and for civic purposes. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01