Mining Social Media Divides: An Analysis of K-12 U.S. School Uses of Twitter

Autor/inn/en	Kimmons, Royce; Carpenter, Jeffrey P.; Veletsianos, George; Krutka, Daniel G.
Titel	Mining Social Media Divides: An Analysis of K-12 U.S. School Uses of Twitter
Quelle	In: Learning, Media and Technology, 43 (2018) 3, S.307-325 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kimmons, Royce) ORCID (Carpenter, Jeffrey P.) ORCID (Veletsianos, George) ORCID (Krutka, Daniel G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2018.1504791
Schlagwörter	Use Studies; Social Media; Elementary Secondary Education; Student Participation; Information Dissemination; Computer Mediated Communication; Socioeconomic Status; Suburban Schools; Rural Schools; Charter Schools; Demography + Suchen Sie Ihr Suchwort? Benutzerschulung; Soziale Medien; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Informationsverbreitung; Computerkonferenz; Socio-economic status; Sozioökonomischer Status; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Charter school; Charter-Schule; Demografie
Abstract	This study utilizes public data mining to explore participation divides of all available K-12 institutional Twitter accounts in the U.S. (n = 8275 accounts, n = 9,216,853 tweets). Results indicated that U.S. schools used Twitter to broadcast information on a variety of topics in a unidirectional manner and that hashtags included a variety of intended purposes, including affinity spaces, education topics, emotive language, and events. Those schools in wealthier, more populated areas were more likely to use Twitter, with wealthy, suburban schools being the most likely to use it and poor, rural schools being the least likely. Furthermore, factors such as charter school status and urbanity influenced the content of school tweets on key issues, with schools in more populated areas tweeting more about coding and college than schools in less populated areas and charter schools tweeting more about college and the politicized educational issue of common core than non-charters. These results reveal participation differences between schools based upon demographics and provides a basis for conducting future large-scale work on publicly available artifacts, such as school tweets, that may be meaningfully used as education research data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01