Sparse, Pair-Wise, Emotion-Focused Interactions: Educators' Networking Patterns on Twitter at Early Pandemic

Autor/inn/en	Fan, Yiyun; Elliott, Kathlyn
Titel	Sparse, Pair-Wise, Emotion-Focused Interactions: Educators' Networking Patterns on Twitter at Early Pandemic
Quelle	In: Contemporary Educational Technology, 14 (2022) 3, S.373 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fan, Yiyun) ORCID (Elliott, Kathlyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Social Media; COVID-19; Pandemics; Interaction; Networks; Teacher Collaboration; School Closing; Electronic Learning; Distance Education; Communities of Practice; Teachers; Elementary Secondary Education; Preschool Education; Postsecondary Education + Suchen Sie Ihr Suchwort? Soziale Medien; Interaktion; Lehrerkooperation; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Community; Lehrer; Lehrerin; Lehrende; Pre-school education; Vorschulerziehung; Post-secondary education; Tertiäre Bildung
Abstract	Educators have increasingly turned to social media for their instructional, social, and emotional needs during the COVID-19 pandemic. In order to see where support and professional development would be needed and how the educational community interacted online, we sought to use existing Twitter data to examine potential educators' networking and discourse patterns. Specifically, this mixed-methods study explores how educators used Twitter as a platform to seek and share resources and support during the transition to remote teaching around the start of massive school closures due to the pandemic. Based on a public COVID-19 Twitter chatter database, tweets from late March to early April 2020 were searched using educational keywords and analyzed using social network analysis and thematic analysis. Social network analysis findings indicate that the support networks for educators on Twitter were sparse and consisted of mainly small, exclusive communities. The networks featured one-on-one interactions during the early pandemic, highlighting that there were few large conversations that most educators were part of but rather many small ones. Thematic analysis findings further suggest that both informational and nurturant support were relatively equally present on Twitter among educators, particularly pedagogical content knowledge and gratitude. This study adds to an understanding of the educational networks as a means of professional and personal support. Additionally, findings present the discourse featured in educator networks at the onset of an educational emergency (i.e., COVID-19) as decentralized as well as desiring pedagogical content knowledge and emotional sharing. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01