Educational Networking: A Novel Discipline for Improved K-12 Learning Based on Social Networks

Galvin, Sarah; Greenhow, Christine

doi:10.1007/978-3-030-29973-6_1

Cited by 18 publications

(11 citation statements)

References 80 publications

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“…That is, tweeters did not flood #Edchat with tweets in response to the pandemic; but rather, the content of #Edchat tweets shifted in 2020, as evidenced by the inclusion of novel hashtags like #remotelearning and #distancelearning alongside #Edchat. This would suggest a shift in conversations as needed, potentially resulting in PD that reflects ideals from the literature: ongoing and responsive to individual's needs, interests, and goals (Desimone, 2009; Trust et al, 2016); accessed any time (Galvin & Greenhow, 2020; Greenhow, Galvin et al, 2020) and just‐in‐time (Bruguera et al, 2019; Greenhalgh & Koehler, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Meaningful teacher training and resources are personalised, social and available for long‐term support (e.g., Desimone, 2009). Teachers increasingly turn to networking with colleagues, especially through social media, to meet their professional learning needs (e.gGalvin & Greenhow, 2020; Greenhow, Galvin, et al, 2020; Krutka & Carpenter, 2016; Trust, 2012).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

“…Greenhow, Galvin et al (2020), reviewing over a decade of research on K‐12 teachers’ use of social media in education, found that most studies focussed on teachers’ use of social media for professional learning, rather than classroom instruction or communicating with stakeholders. Similarly, Macià and García’s (2016) literature review of teachers’ online PD found educators use online networks for various professional learning purposes: asking and answering questions; sharing and finding teaching‐related resources; reflecting; dialoguing and garnering emotional support.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

See 2 more Smart Citations

Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID‐19

Greenhow

Willet

Galvin

2021

Brit J Educational Tech

Self Cite

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Social media use has spiked around the world during the COVID‐19 global pandemic as people reach out for news, information, social connections, and support in their daily lives. Past work on professional learning networks (PLNs) has shown that teachers also use social media to find supports for their teaching and ongoing professional development. This paper offers quantitative analysis of over a half million Twitter #Edchat tweets as well as qualitative content analysis of teachers’ question tweets ( n = 1054) and teacher interviews ( n = 4). These data and analyses provide evidence of the kinds of supports that teachers in the United States and Canada sought on social media during the rapid transition to emergency remote teaching in Spring 2020 and how these supports informed teaching practices. These results provide insights into PLN theory and teachers’ social media use during times of disruption and crisis. Practitioner notes What is already known about this topic Prior to the spring 2020 pandemic, teachers turned to social media to find supports for teaching and just‐in‐time professional development (PD). #Edchat, one of the oldest and most used educational hashtags on Twitter, supports education‐related conversations, frequently self‐promotional rather than collaborative. The COVID‐19 pandemic disrupted educational systems globally and created new demands on teacher PD during transitions to emergency remote teaching and learning. What this paper adds Teachers’ professional learning networks (PLN) on social media can be flexible around contextual circumstances and users’ needs. #Edchat discourse can move beyond self‐promotion to inquiry with benefits for professional learning. Education‐related response networks on social media are useful to teachers in emergency situations (and beyond them) where just‐in‐time professional learning needs and questions surpass local PD capacity. Implications for practice and/or policy Teachers should increase capacities inquiring discourses on Twitter. Education stakeholders should increase support for teachers’ agency and advocate for broader conceptions and approaches to PD that incorporate PLNs spanning social media.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Relevant Literaturementioning

confidence: 99%

Section: Review Of Relevant Literaturementioning

confidence: 99%

See 1 more Smart Citation

Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID‐19

Greenhow

Willet

Galvin

2021

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

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“…In one study, teachers described going to Twitter for encouragement after bad days and to get personalized feedback on their lesson ideas (Noble et al, 2016); Twitter was a safe space where they could trust other educators to provide instructional and emotional support. When teachers’ social needs intersect with their professional needs, social media can offer the opportunity to make personal connections through education-related networking (Galvin & Greenhow, in press).…”

Section: Social Media and Teachers’ Professional Learningmentioning

confidence: 99%

What Should Be the Role of Social Media in Education?

Greenhow

Galvin

Willet

2019

Policy Insights from the Behavioral and Brain Sciences

Self Cite

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Social media provide new opportunities for when, how, where, and with whom people learn—venue unimaginable 15 years ago. Today’s students and educators have adopted social media for various purposes both within education and outside of it. This review of the published research on social media in education focuses on the affordances for student learning, teacher professional development, educational research practices, and communication of scholarship. The article concludes with implications for education policy.

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“…On the one hand, in social networks, users build a profile and allow the sharing of all kinds of data and information. Therefore, they become ideal spaces for the communicative exchange between users [16,17]. On the other hand, knowledge communities are web 2.0 spaces, whose basis is the same as that of social networks, but their objective and operation is quite different [18].…”

Section: Approach To the Concept Of Social Networkmentioning

confidence: 99%

Use of Twitter as an Educational Resource. Analysis of Concepts of Active and Trainee Teachers

2020

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The use of innovative tools is a key element in the improvement of the educational process, and consequently, the use of social networks as a means of training to improve not only the learning of students, but also to improve the expectations of the teacher. Therefore, in this research we tried to investigate the incidence of social networks as facilitators of resources and didactic/playful experiences. Starting from a qualitative methodology, a descriptive–interpretative study of the information from 31 interviews with both primary education teachers and future teachers who were in training and in their last year of initial training was approached. The results indicate that the interviewees confirmed the great usefulness of social networks as educational resources and for teacher communication. The possibilities of social networks within the educational field are overly broad. They become a way of interaction between teacher and student, encourage dialogue, share didactic resources, favor collaborative learning, and develop communication skills in all aspects. In short, these are results that have a special incidence and impact on the field and social development, since we are referring fundamentally to the improvements that are produced in interpersonal relations.

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Educational Networking: A Novel Discipline for Improved K-12 Learning Based on Social Networks

Cited by 18 publications

References 80 publications

Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID‐19

Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID‐19

What Should Be the Role of Social Media in Education?

Use of Twitter as an Educational Resource. Analysis of Concepts of Active and Trainee Teachers

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