Tweet, and We Shall Find: Using Digital Methods to Locate Participants in Educational Hashtags

Greenhalgh, Spencer P.; Willet, K. Bret Staudt; Rosenberg, Joshua M.; Koehler, Matthew J.

doi:10.1007/s11528-018-0313-6

Cited by 13 publications

(13 citation statements)

References 17 publications

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“…We used the geographical location of each individual in the networks to assign the adoption status of each individual's state as a variable to each individual with this data available. To identify the location of participants, we access the location field from each individual's profile, which has been shown to lead to accurate or approximate results for around 80% of Twitter participants (Greenhalgh, Staudt Willet, Rosenberg, & Koehler, 2018). We then used the Google Maps API to geocode the participants' location.…”

Section: Methodsmentioning

confidence: 99%

“…We considered Early NGSS‐aligned and Late NGSS‐aligned to be the adoption of NGSS‐ aligned standards (but not the official NGSS) for those same periods. Because of the uncertainty inherent to geocoding (Greenhalgh et al, 2018), we used this measure only in a descriptive manner and to understand the distribution of participants' locations, rather than as independent variables in analyses.…”

Section: Methodsmentioning

confidence: 99%

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Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts

et al. 2020

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The Next Generation Science Standards (NGSS) chat (#NGSSchat) is a social media-based professional network used to discuss topics related to the NGSS in the United States. While successful reforms involve and coordinate the work of multiple stakeholders, recent research points out a striking lack of coordination between the individuals working in different educational roles-to the detriment of intended changes in the system. In this study, we analyzed more than 7,000 posts from individuals participating in #NGSSchat on Twitter (n = 247) during 2 years of 1-hr synchronous discussions. We studied the depth and types of conversations that took place, the extent to which the involvement of teachers, administrators, researchers, and organizations was balanced, and what explains participation in the network over time. Using a Analytic code and information about how to access the data used in this study are available in an Open Science Framework repository: https://osf.io/9ex7k/

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts

et al. 2020

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“…To understand the forms of social and human capital available through Twitter, we first geocoded individuals' self-reported locations (from Twitter profiles) using the mapsapi R package [33]. We could obtain locations for 194 of the individuals who participated in #mathathome using a geocoding method determined to be sufficiently accurate for identifying the state (and therefore the country) participants are from [34]. We created a map with the geocodes of users' locations (see details in Results), and then used this map to aid our interpretation of the geographic location of active participants, as well as these users' professional roles.…”

Section: Quantitative Analysis Of Tweetsmentioning

confidence: 99%

#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents

et al. 2021

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During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported continued mathematics learning at home and explored the nature of the mathematics taught there. We found that Twitter and survey data sources described two largely distinct groups of those supporting parents to continue mathematics education at home, but similar findings emerged from analyses of each data source, suggesting that themes were common among different groups. Namely, we saw a commitment to continued mathematics learning and engagement with a range of mathematics topics. These topics mostly focused on elementary-level content, especially counting, through everyday activities/objects and mathematical sense-making. Most parents used resources provided by the school alongside resources they identified and provided on their own. School responses to emergency remote instruction were mostly asynchronous, and parents expressed a need for more opportunities to interact directly with their children’s teachers. We discuss what the mathematics education community might learn from these experiences to support parental engagement during and beyond periods of remote emergency instruction.

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“…The amount of research related to social media in teaching and learning within higher education is exhaustive (Bista, 2015;DiVall & Kirwin, 2012;Xi, Hui, de Pablos, Lytras, & Yongqiang, 2016;Lin, Hoffman, & Borengasser, 2013). Researchers have focused on understanding: how different platforms can be used in varying learning experiences (Alzouebi & Isakovic, 2014;Bista, 2015;DiVall & Kirwin, 2012;Evans, 2014;Tuten & Marks, 2012), how and when informal learning can occur within these environments (Lin et al, 2013;Tess, 2013), how social media can serve to enhance professional development (Luo, Sickel, & Cheng, 2017;Romero-Hall, 2017), the types of content and connections that occur when using social media for teaching and learning (Guidry & Pasquini, 2013), the culture-specific parameters that have an effect on learning experiences with social media communities (Atkins, Koroluk, & Stranach, 2017), the locations of the knowledge sharing activities (Greenhalgh, Staudt Willet, Rosenberg, & Koehler, 2018), the learning experiences that field-specific students encounter when using social media (Evans, 2014;Myers, Jeffery, Nimmagadda, Werthman, & Jordan, 2015;Pham, 2014; 15 Spallek et al, 2015) and the tensions and uncertainties that scholars who use social media experience themselves (Kimmons & Veletsianos, 2016;Veletsianos & Stewart, 2016), amongst other topics.…”

Section: Social Media In Higher Educationmentioning

confidence: 99%

A Syllabi Analysis of Social Media for Teaching and Learning Courses

Romero-Hall

2020

Journal of Teaching and Learning

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The purpose of this syllabi analysis was to explore the structure of courses focused on social media and geared towards education professionals. Fourteen course syllabi from institutions located within the United States (U.S) were analyzed as part of this investigation. The results of the analysis revealed a total of 46 unique topic themes across the different courses. The findings show that the most common course objectives aimed to encourage application and practice of social media as part of a learning experience and the learners’ professional practice. In total, the syllabi listed 67 unique required readings including: non-peer reviewed publications, peer-reviewed journal articles, and textbooks. Last, the analysis of the assignments listed in the syllabi show that in these social media courses, there were a mix of traditional and non-traditional assessment methods. These non-traditional assessment methods focused on integrating social media as part of the assessment in which learners were required to create a social media account, become familiar with it, and create learning experiences incorporating a specific social media platform.

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Tweet, and We Shall Find: Using Digital Methods to Locate Participants in Educational Hashtags

Cited by 13 publications

References 17 publications

Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts

Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts

#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents

A Syllabi Analysis of Social Media for Teaching and Learning Courses

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