Community Infrastructuring as Necessary Ingenuity in the COVID-19 Pandemic

Greenberg, Day; Barton, Angela Calabrese; Turner, Carmen; Hardy, K K; Roper, Akeya; Williams, Candace L.; Herrenkohl, Leslie Rupert; Davis, Elizabeth A.; Tasker, Tammy

doi:10.3102/0013189x20957614

Cited by 15 publications

(11 citation statements)

References 9 publications

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“…Also, though much research may have already been done on the topics that were needed to address the challenges of the pandemic, whether such studies were sufficiently accessible, practical, or situated in authentic contexts to realistically be of help to struggling schools and educators is another matter (Reeves and Lin 2020 ). Indeed, the ability to benefit from existing work and research in our field may largely depend upon local social capital and economic resources and will therefore require close partnerships with educators and youth and their families moving forward (Greenberg et al 2020 ). This is especially true in the cases of marginalized, underserved, and disenfranchised communities.…”

Section: Summary and Looking Aheadmentioning

confidence: 99%

Trends in Educational Technology: What Facebook, Twitter, and Scopus Can Tell us about Current Research and Practice

2021

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Using large-scale, public data sources, this editorial provides a high-level description of educational technology trends leading up to and encompassing the year 2020. Data sources included (a) 17.9 million Facebook page posts by K-12 educational institutions in the U.S., (b) 131,760 tweets to the #EdTech hashtag on Twitter, and (c) 29,636 educational technology articles in the Scopus database. We provide a variety of descriptive results in the form of participation frequency charts, keyword matches, URL domain link counts, co-occurring hashtags, tweet text word trees, and common word and bigram frequencies. Results from the analysis of Facebook posts indicated that (a) schools increasingly used the platform over time, (b) the pandemic increased frequency (but not the nature) of use, (c) schools are progressively sharing more media, information, and tools, and (d) some of these tools align with trends identified by Weller ( 2020 ) while others do not. Analysis of tweets indicated that (a) discussions in 2020 revolved around “remote learning” and related topics, (b) this emphasis shifted or morphed into “elearning” and “online learning” as the year progressed, (c) shared posts were primarily informational or media-based, and (d) the space was heavily directed by a relatively small group of Superusers. Last, analysis of articles in Scopus indicated that (a) online learning is historically the most-researched topic in the field, (b) the past decade reflects a shift to more “open” and “social” topics, and (c) there seems to be a lag or disconnect between emergent high-interest technologies and research. Taken together, we conclude that these results show the field’s preparation for addressing many challenges of 2020, but propose that, moving forward, we would be better served by embracing greater philosophical plurality and better addressing key issues, including equity and practicality.

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Section: Summary and Looking Aheadmentioning

confidence: 99%

Trends in Educational Technology: What Facebook, Twitter, and Scopus Can Tell us about Current Research and Practice

2021

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“…They must navigate leadership turnover, different paces of work, and engaging key decision makers with authority to act on findings (Cohen-Vogel et al, 2018). Turbulent educational environments not only challenge communities and schools, they can also cause RPPs to shift their focus and adapt quickly (e.g., Greenberg et al, 2020). As with any collaboration that seeks to improve or transform educational systems, RPPs need to create structures that allow them to innovate in the face of challenges and grow from their experiences (Glazer & Peurach, 2013).…”

mentioning

confidence: 99%

Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships

Farrell

Penuel

Allen

et al. 2022

Educational Researcher

140

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Given the rapid growth of research–practice partnerships (RPPs), we need a framework that helps the field understand how RPPs can facilitate organizational learning in service of local educational improvement and transformation. Drawing on sociocultural and organizational learning theories, we argue that learning can happen for the organizations engaged in RPPs at the boundaries of research and practice. Such learning is evident when there are changes in collective knowledge, policies, and routines of participating organizations, with implications for longer-term outcomes of educational improvement and transformation locally and more broadly. The degree to which organizations can make use of the ideas from the RPP is dependent, in part, on the presence and design of boundary infrastructure and the preexisting organizational capacities and conditions. We conclude with implications for those engaging in RPPs and future research.

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“…The unavoidable use of ICT as a means of meeting educational needs and shortfalls in face-to-face teaching is an atypical reality, from which we could draw ideas to implement new educational methodologies. In fact, changes in teaching methodologies are transforming dominant models through new knowledge access mechanisms that develop globalised learning and social relations [20,21]. Academic activities carried out beyond specific spaces preconceived for that purpose can generate new links with knowledge.…”

Section: New Learning Spaces and Ictmentioning

confidence: 99%

Students’ E-Learning Domestic Space in Higher Education in the New Normal

et al. 2022

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The objective of this study is two-fold. Firstly, to analyse and discover the ability of HE students to use the physical home context for e-learning via ICT during the new normal; and secondly, to ascertain the underlying patterns of the adequacy of such domestic spaces. The authors offer a multidisciplinary approach combining pedagogic, architectural backgrounds with considerable experience in didactics, organization management of education, and ICT applied to education. A qualitative, arts-based research methodology that analyses photographs was used. A total of 220 domestic work environment photographs sent by higher education students were analysed. Results and conclusions show that students are able to attend virtual classrooms in a domestic atmosphere. Bedrooms and studies are usually the most-used spaces. Laptops and smartphones are the most frequent central hubs of student learning sessions. Students use other training resources (desktop computers, tablets, etc.) to supplement the most common digital devices. An intense relationship is observed between Space (bedroom and other rooms) and the Sofa and Beds variables, while a moderate one is observed between Age and Care items. The relationship between other variables is weak or non-existent.

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Community Infrastructuring as Necessary Ingenuity in the COVID-19 Pandemic

Cited by 15 publications

References 9 publications

Trends in Educational Technology: What Facebook, Twitter, and Scopus Can Tell us about Current Research and Practice

Trends in Educational Technology: What Facebook, Twitter, and Scopus Can Tell us about Current Research and Practice

Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships

Students’ E-Learning Domestic Space in Higher Education in the New Normal

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