Evaluating the Roles of Technology in the Global Read Aloud Project

Carpenter, Jeffrey P.; Justice, Julie Ellison

doi:10.1080/07380569.2017.1387464

Cited by 14 publications

(7 citation statements)

References 22 publications

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“…School policies and popular culture narratives often focus on problems associated with social media, and indeed these media have created challenges that many individuals, communities, societies, and even political systems struggle to manage ( Tufekci, 2017 ; Vaidhyanathan, 2018 ). However, some educators—such as the one quoted above—have apparently found ways to utilize social media both in student activities ( Carpenter & Justice, 2017 ) and for professional learning ( Xing & Gao, 2018 ). Research has previously investigated educators’ uses of other social media, including Facebook (e.g., Kelly & Antonio, 2016 ), Pinterest (e.g., Schroeder, Curcio, & Lundgren, 2019 ), Twitter (e.g., Rosenberg, Greenhalgh, Koehler, Hamilton, & Akcaoglu, 2016 ) and Reddit (e.g., Staudt Willet & Carpenter, 2020 ), and has described multiple benefits and challenges.…”

Section: Introductionmentioning

confidence: 99%

How and why are educators using Instagram?

Carpenter

Morrison

Craft

et al. 2020

Teaching and Teacher Education

Self Cite

174

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Social media are commonplace in many educators’ lives, but their Instagram activities have received no prior attention in the empirical literature. We therefore created and disseminated a survey regarding educators’ Instagram use. Analyses of 841 responses suggested participants were generally intensive users of Instagram who engaged in the exchange of both professional knowledge and wisdom, as well as affective support. In addition to identifying benefits to Instagram use, some participants offered critiques of Instagram’s professional utility. We discuss the implications of these findings for educators’ work in a digital era and the future of research on educators’ social media activities.

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Section: Introductionmentioning

confidence: 99%

How and why are educators using Instagram?

Carpenter

Morrison

Craft

et al. 2020

Teaching and Teacher Education

Self Cite

174

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show abstract

“…Over the years, social media tools have been included in education in innovative ways (Carpenter & Justice, 2017; Carpenter, Tur, & Marín, 2016; Junco et al ., 2013). For example, social media services are used to enhance students’ roles in information research, content creation, collaboration for learning aims (Prendes, Castañeda, Gutiérrez, & Sánchez, 2016) and reflective skills (Dabbagh & Kitsantas, 2013).…”

Section: Introductionmentioning

confidence: 99%

Pre‐service teachers’ perceptions of social media data privacy policies

Marín¹,

Carpenter²,

Tur³

2020

Brit J Educational Tech

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Matters of data privacy related to social media are increasingly relevant for educators as happenings such as the 2018 Cambridge Analytica scandal have attracted public attention. Many educators use social media for professional purposes, including with their students and should, therefore, be knowledgeable regarding data privacy issues that impact education. This research explores this issue from an interpretive paradigm based on a mixed‐methods approach derived from survey data from an international sample of 148 pre‐service teachers who were studying education courses at three universities. Data suggest that pre‐service teachers see both educational and distracting potential in social media, but lack knowledge regarding relevant policies and regulations, which reflects trends in the broader population. Attitudes toward educational social media use were not correlated with awareness of data privacy policies. However, comfort with companies’ use of personal and student data and faith in governments’ capacity to regulate social media companies were correlated. We discuss our findings in relation to the use of social media and related data privacy considerations and the need for data literacy training in teacher education programs. We include recommendations in light of the findings.

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“…It is, however, common for studies using this type of recruitment process for online surveys not to report response rates. Examples of online research without response rates include studies with invitations to complete surveys sent to social media sites (Carpenter & Justice, 2017; Trust et al, 2018), online surveys sent to institutions of higher education and intended for online instructors (Williams et al, 2014), and in a process similar to the one used in this study, emails sent to school administrators asking them to forward an invitation to complete a survey to teachers (Benson et al, 2016).…”

Section: Methodsmentioning

confidence: 99%

Informal Teacher Leaders: Who They Are, What They Do, and How They Impact Teaching and Learning

Gordon

Jacobs

Croteau

et al. 2020

Journal of School Leadership

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Educators in PK–12 schools were surveyed to seek their perceptions of colleagues who they considered informal teacher leaders, defined as leaders who were not appointed to a leadership role by a school or district administrator. The survey asked administrators, educational specialists, and teachers working in PK–12 schools across four states to share their perceptions of informal teacher leaders’ leadership activities, personal and professional attributes, relationships with other educators, and impact. Open, axial, and selective coding were used to analyze the respondents’ open-ended survey responses, and themes were developed relative to research topics. The respondents reported that the informal teacher leaders they identified engaged in important leadership activities at the individual, team, and school levels. The informal teacher leaders were described by respondents as passionate, caring, efficient, open to others, and professional. A variety of specific types of leadership knowledge and skills were attributed to the informal teacher leaders. Relationships of the informal teacher leaders with other educators were characterized as respectful, trusting, and warm, and the informal leaders’ working relationships with other teachers and school administrators were considered positive. The respondents reported a variety of positive impacts of informal teacher leaders on students, teachers, and the school. Although many of the leadership activities, attributes, relationships, and impacts of informal teacher leaders parallel those of formal teacher leaders, a number of distinctions also were identified indicating some differentiation of roles and functions. Recommendations are made for educator programs, principals, and future research.

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Evaluating the Roles of Technology in the Global Read Aloud Project

Cited by 14 publications

References 22 publications

How and why are educators using Instagram?

How and why are educators using Instagram?

Pre‐service teachers’ perceptions of social media data privacy policies

Informal Teacher Leaders: Who They Are, What They Do, and How They Impact Teaching and Learning

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