"You Can Tell a Lot about a Person by Reading Their Bio": Lessons from Inauthentic Twitter Accounts' Activity in #Edchat"

Autor/inn/en	Krutka, Daniel G.; Greenhalgh, Spencer P.
Titel	"You Can Tell a Lot about a Person by Reading Their Bio": Lessons from Inauthentic Twitter Accounts' Activity in #Edchat"
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 3, S.369-387 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krutka, Daniel G.) ORCID (Greenhalgh, Spencer P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1962454
Schlagwörter	Social Media; Self Disclosure (Individuals); Telecommunications; Technology Uses in Education; Educational Technology; Faculty Development; Political Issues; Government Role; Foreign Countries; Informal Education; Misconceptions; Deception; Teachers; Teacher Behavior; Information Dissemination; Iran; Russia; Venezuela + Suchen Sie Ihr Suchwort? Soziale Medien; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Politischer Faktor; Ausland; Informelle Bildung; Nichtformale Bildung; Missverständnis; Täuschung; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; Informationsverbreitung; Russland
Abstract	There is an abundance of scholarship documenting educators' uses of for-profit social media platforms for professional learning, but little is known about how inauthentic accounts affect those experiences. We studied 83 state-sponsored accounts' interactions with the teacher-focused #Edchat hashtag by analyzing their profiles, profiles of accounts they retweeted, and tweets they shared. We found no patterns of overt state interference in #Edchat; however, state-sponsored accounts amplified other inauthentic accounts, such as those focused on commercial, spam, and self-promoting #Edchat messages. Most state accounts used formulaic methods to create relatable account profiles that may go unnoticed by educators using the hashtag. These findings raise questions for educators and researchers about disinformation, anonymity, attention-seeking, and information glut in social media environments polluted by inauthentic amplification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01