Sharing and self-promoting: An analysis of educator tweeting at the onset of the COVID-19 pandemic

Carpenter, Jeffrey P.; Trust, Torrey; Kimmons, Royce; Krutka, Daniel G.

doi:10.1016/j.caeo.2021.100038

Cited by 35 publications

(26 citation statements)

References 79 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Drawing on this, research community and policy makers have come up with several remedies to tackle the challenges of remote online learning. These remedies included facilitating faster uptake of open educational resources (Stracke et al, 2022), emphasis on professional development of teachers for online education (İbrahim et al, 2022;Rowland et al, 2022), utilizing social media for just-in-time information seeking and knowledge sharing (Carpenter et al, 2021;Dindar & Yaman, 2018;Greenhow et al, 2021), sharing experiences about new ways of online teaching (Biasutti et al, 2022;Infante-moro et al, 2022;Nerantzi, 2020;Sadeck, 2022), and facilitating community building and inclusion in online platforms (Benson et al, 2021). We hope that the challenges faced and the lessons leant during the pandemic time will facilitate development of highly resilient education systems that will support human development and well-being in both physical and online settings.…”

Section: Discussionmentioning

confidence: 99%

#WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic

Dindar

Muukkonen

2022

Tech Know Learn

View full text Add to dashboard Cite

The current study is based on thematic analysis of 21,722 tweets posted under the #wedontwantdistanceeducation hashtag within a month after the start of online distance education in Turkish universities due to Covid-19 pandemic. Our findings have revealed that Turkish higher education students have faced multiple challenges in accessing and benefiting from online education due to the swift transformation from face-to-face to online format. These challenges included universities’ poor technical infrastructure, pedagogical and assessment issues, digital inequality in accessing online education, and general negative attitude towards online education. Further, students have expressed issues about financial, health, and social consequences of online education during Covid-19 pandemic. With regards to such challenges and issues, higher education students have criticized government authorities for ignoring their views when making decisions about how online learning is organized during Covid-19 pandemic. Further, students have offered some alternative solutions (e.g. summer courses) to online education.

show abstract

Section: Discussionmentioning

confidence: 99%

#WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic

Dindar

Muukkonen

2022

Tech Know Learn

View full text Add to dashboard Cite

show abstract

“…Thus, the application of the TPACK Model in the process of pedagogical technical advice to teachers contributes to their professionalization and to improve their teaching practice through the TRACK model, which in this SARS-Cov2 virus pandemic (COVID-19), they have had to implement a hybrid training process. According to Carpenter et al (2021) the scope of socio-formative counseling is evident when it comes to contributing to teaching practice. This is achieved through metacognitive processes in which complex thinking favors the approach to problems from a transdisciplinary perspective.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, it is necessary for teachers to receive pedagogical advice to design teaching and learning processes relevant to the current needs and interests of students. According to Carpenter et al (2021), teachers in this health emergency discovered that social networks are an easily accessible tool, so they turned them into a didactic resource to work on programmatic content, without forgetting that they are a current and versatile means of communication.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

INT J EDUC METHODOL

View full text Add to dashboard Cite

Technical and pedagogical counseling as accompaniment benefits teachers' development. However, there are information gaps on the specific impact of counseling with a socio-formative approach on both professionalization and the improvement of teaching practice. The objective is to analyze the relationship between these three elements. A cross-sectional study with a quantitative approach was employed. A validated questionnaire was applied to a representative sample of 212 teachers. The information analysis was carried out through statistics: descriptive, correlational, and linear regression, whose level of significance was: <.01-. 05. Teachers consider that technical and pedagogical counseling from socio-formation fosters the development of an ethical life project, promotes problem solving in their educational practice, collaborative work, metacognition, and entrepreneurship (92.78 ± 14.3). The correlational analysis showed a significant relationship between socio-formative pedagogical technical counseling and teaching practice, the latter of which was enhanced by the former. In the linear regression analysis, the best model of pedagogical technical counseling is made from socio-formation, which predicts a 71% improvement of teaching practice. As a result, this form of counseling benefits both professionalization and teaching practice through metacognition.

show abstract

“…Such learning can be teacher-centered, teacher-initiated, easy to access, and free of direct cost (Nochumson, 2020 ). For example, Carpenter et al ( 2021 ) found that the tweets teachers shared via the #remoteteaching and #remotelearning hashtags in Spring 2020 featured various forms of knowledge sharing, social sharing, and information broadcasting. However, justice-oriented education content on social media is sometimes of questionable quality (Hu et al, 2019 ), perhaps due to a lack of vetting (Shelton et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

et al. 2022

Self Cite

View full text Add to dashboard Cite

Social media offers potential for educator professional learning, but platforms’ for-profit nature complicates this practice, especially for professional learning around justice-oriented pedagogies. This exploratory study investigated 551 publicly available Instagram posts shared by 11 purposefully sampled, justice-oriented education influencers over an 8-week period as the COVID-19 pandemic and renewed activism for racial justice unfolded in the United States. Qualitative analysis of post content indicated these influencers offered pandemic-related support, while also illustrating, enacting, and engaging culturally relevant and sustaining pedagogies. However, promotional content was abundantly layered within posts and a cohesive message of how to enact culturally sustaining pedagogies was largely absent. Reflecting some of the paradoxes of learning via social media, our findings suggest there is some opportunity for justice-oriented professional learning from social media, however education influencers’ content is limited by platforms’ opaque algorithms and for-profit business models, which govern what influencers post and what followers see.

show abstract

Sharing and self-promoting: An analysis of educator tweeting at the onset of the COVID-19 pandemic

Cited by 35 publications

References 79 publications

#WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic

#WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic

Untitled

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

Contact Info

Product

Resources

About