Children Using "Facebook": Teachers' Discursive Constructions of Childhood

Autor/inn/en	Chang-Kredl, Sandra; Kozak, Stephanie
Titel	Children Using "Facebook": Teachers' Discursive Constructions of Childhood
Quelle	In: Learning, Media and Technology, 43 (2018) 2, S.211-215 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2017.1305967
Schlagwörter	Social Media; Knowledge Level; Elementary School Teachers; Questionnaires; Discourse Analysis; Children; Individual Characteristics; Teacher Attitudes; Foreign Countries; At Risk Persons; Teacher Role; Child Behavior; Child Development; Skill Development; Student Participation; Canada + Suchen Sie Ihr Suchwort? Soziale Medien; Wissensbasis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Diskursanalyse; Child; Kind; Kinder; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrerverhalten; Ausland; Risikogruppe; Lehrerrolle; Kindesentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kanada
Abstract	Conceptualizations of childhood are powerful determinants of adults' interactions with children, and technology and social networking systems are affecting the nature of teachers' knowledge of childhood. We analyzed questionnaire responses from 57 elementary-level teachers from Quebec regarding children's use of "Facebook". Through discourse analyses, we found four common images of childhood (child as innocent, evil, future adult, and agent) present in the teachers' responses; however, the context of social media brought to fore questions about adult surveillance at a time of generational pliability and teachers' self-understanding in relation to their knowledge of children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01