A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic

Aguilar, Stephen J.; Rosenberg, Joshua M.; Greenhalgh, Spencer P.; Fütterer, Tim; Lishinski, Alex; Fischer, Christian

doi:10.1177/23328584211063898

Cited by 14 publications

(9 citation statements)

References 88 publications

(160 reference statements)

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“…Districts’ posts may represent an appropriate balance between sharing information and two-way communication, especially during a time in which reliable information is highly valued. Districts’ uses of Twitter may mirror educators’, who use this single tool for several different functions, including socializing, sharing one’s work (and about one’s classroom), building a professional network, and crafting a professional identity (Aguilar et al, 2021; Carpenter et al, 2019; Carpenter & Krutka, 2014; Greenhalgh et al, 2020; Kimmons & Veletsianos, 2014; Rosenberg et al, 2020; Trust et al, 2016; Veletsianos & Kimmons, 2016).…”

Section: Discussionmentioning

confidence: 99%

“We Are Trying to Communicate the Best We Can”: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic

Michela¹,

Rosenberg

Kimmons

et al. 2022

AERA Open

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While educators’ uses of social media for purposes such as professional learning and networking are now well-established, our understanding of how educational institutions use social media—including to engage key stakeholders during periods of crisis—is limited. In this study, we used a public data mining research approach to examine how K–12 school districts in the United States used Twitter as a communication tool during a critical period of the COVID-19 pandemic, March-April, 2020. Through a three-step grounded theory approach of 1,357 district tweets from 492 school districts, we found that districts worked to build community and share time-sensitive announcements in alignment with social media crisis communication recommendations. Announcements were more common during the early stages of the pandemic (and were engaged more collaboratively), with community-building posts more common later on. This study demonstrates how researchers can use publicly available (social media) data to understand districts’ communication priorities and strategies during and beyond periods of crisis.

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Section: Discussionmentioning

confidence: 99%

“We Are Trying to Communicate the Best We Can”: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic

Michela¹,

Rosenberg

Kimmons

et al. 2022

AERA Open

Self Cite

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“…Products. Products include a publication in AERA Open (Aguilar et al, 2021), two papers published in ICER conference proceedings Lishinski et al, 2022), and three papers published in SIGCSE conference proceedings (Rosenberg & Lishinski, 2020b;. The text message-based tool to carry out ESM, Short Message Survey (Lishinski & Rosenberg, 2022), was made available as open-source software through a repository on GitHub.…”

Section: Project Timelinementioning

confidence: 99%

CAREER: Rethinking How Middle and High School Students Analyze and Interpret Ecological Data

Rosenberg¹

2023

Preprint

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There have been prominent and widespread calls for high school science students to work with data in more complex ways that better align with and support the work of professional scientists and engineers (Lee & Wilkerson, 2018; National Academies of Sciences, Engineering, and Medicine, 2019). This is part of the broader practice shift in science education research and standards and more data-intensive areas of study and work—and explorations of the roles of data science at the K-12 levels (Jiang et al., 2022; Wilkerson & Polman, 2020). Although teachers express the desire to do more with data in their science classrooms (Banilower et al., 2018; Rosenberg et al., 2022b), science teachers do not presently have a way to connect the work their students do with data to the science ideas they are working to help their students understand. The result is that students' work with data can be isolated from the sense-making students are doing about science. There is a need and an opportunity to provide science teachers with practical tools that are grounded in the framework of Bayesian data analytic methods that explicitly connect and weigh between initial ideas and empirical evidence. The specific opportunity for using Bayesian methods involves recent advances in informal statistical inference. This type of statistical inference considers how students not only interpret but also how they model data and make probabilistic generalizations from data. This opportunity is bolstered by current emphases on students’ investigations of phenomena as a locus of activity in science classrooms. This project advances middle and high school students' data modeling in ecological contexts by taking a Bayesian approach that is supported and studied as an informal statistical inference framework. It is instantiated through a unit, digital tool, and teacher professional development program for 15 middle grades and 15 high school educators that will be conducted in a way that emphasizes students' data analyses with phenomena of interest that relate to local context for teachers and students. Accordingly, the professional development program will begin with a two-day weekend program at the Great Smoky Mountains Institute at Tremont. A field experiment will compare the students' informal statistical inference capabilities by using qualitative analyses of written embedded assessments of students' probabilistic generalization from empirical data, and changes in the teachers’ confidence engaging their students will be assessed using validated surveys.

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“…As online communities provide a space for teachers to interact, they can help teachers to find new ideas for their instruction (Fishman et al, 2014;Moudgalya & Staudt Willet, 2019;Rosenberg et al, 2017). Research on teachers' activities on social media shows that teachers use online platforms, such as Twitter, Instagram, and Facebook, to extend their professional network beyond the boundaries of their school to collaborate with other educators (e.g., Aguilar et al, 2021;Carpenter & Krutka, 2014;Krutka et al, 2017). For instance, teachers can use specific hashtags on Twitter such a #EdChat or #APBioChat, as well as groups on Facebook to build, maintain, and strengthen ties with other teachers (Fischer et al, 2019;Rosenberg et al, 2017Rosenberg et al, , 2020.…”

Section: Theoretical Background Teacher Collaboration and Teachers' P...mentioning

confidence: 99%

Teacher Collaboration and Professional Learning: Examining Professional Development During a National Education Reform

Richter¹,

Fütterer²,

Meyer³

et al. 2023

Preprint

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Teacher collaboration is an important feature of job satisfaction and self-efficacy of teachers. Moreover, the collaboration of teachers is important for adopting professional changes, as professional development (PD) activities that include opportunities for collaboration have been shown to support teachers in improving classroom practice, leading to higher student performance. Situated in the context of the Advanced Placement (AP) reform in the United States, we investigated the perceived importance of opportunities to collaborate with colleagues as a rationale to participate in PD (N = 3,725 teachers). Using descriptive and regression analyses, we found that the opportunity to collaborate with colleagues was a primary rationale why teachers selected PD activities. While this rationale is only slightly related to school and teacher characteristics, we found it to be particularly related to PD characteristics. Specifically, opportunities to collaborate with colleagues were important to teachers in selecting informal face-to-face PD activities. We conclude that collaborative structures benefit all forms of teacher professional development.

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A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic

Cited by 14 publications

References 88 publications

“We Are Trying to Communicate the Best We Can”: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic

“We Are Trying to Communicate the Best We Can”: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic

CAREER: Rethinking How Middle and High School Students Analyze and Interpret Ecological Data

Teacher Collaboration and Professional Learning: Examining Professional Development During a National Education Reform

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