A Cross-Cultural Comparison: The Socio-Technical Affordances of Social Media as a Professional Learning Tool for Teachers

Autor/inn/en	Prestridge, Sarah; Utami, Lokita Purnamika; Main, Katherine
Titel	A Cross-Cultural Comparison: The Socio-Technical Affordances of Social Media as a Professional Learning Tool for Teachers
Quelle	In: Teacher Development, 25 (2021) 5, S.549-566 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prestridge, Sarah) ORCID (Utami, Lokita Purnamika) ORCID (Main, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2021.1895881
Schlagwörter	Social Media; Faculty Development; Technology Uses in Education; Interaction; Interpersonal Relationship; Intention; Teacher Attitudes; Foreign Countries; School Culture; Expertise; Elementary Secondary Education; Teacher Collaboration; Cultural Differences; Australia; Belgium; United States + Suchen Sie Ihr Suchwort? Soziale Medien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Ausland; Schulkultur; Schulleben; Expert appraisal; Lehrerkooperation; Kultureller Unterschied; Australien; Belgien; USA
Abstract	Worldwide, teachers are connecting with each other, contributing ideas and curating resources through a range of social media platforms. Use of social media is framed within monocultural assumptions. As such, little is known about how different cultural values affect the way teachers reason and action online. This small-scale exploratory study focuses on ICT expert teachers' professional learning through social media and how socio-technical affordances predispose the way they engaged online. The socio-technical affordances include the relational interactions of the users, their capabilities and their intentions for the use of social media platforms. The study involved 15 teachers from Australia, Belgium and the USA. The findings present three categories that underpinned the ways teacher reasoned and actioned through social media with like-minded colleagues: non-competitive, competitive and adverse to competition. Cultural values at national and school level were found to influence how these teachers considered and enacted collaborative opportunities online. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01