Show simple item record

dc.contributor.authorPrestridge, Sarah
dc.date.accessioned2020-02-24T23:51:03Z
dc.date.available2020-02-24T23:51:03Z
dc.date.issued2019
dc.identifier.issn0360-1315
dc.identifier.doi10.1016/j.compedu.2018.11.003
dc.identifier.urihttp://hdl.handle.net/10072/391850
dc.description.abstractThe proliferation of online resources and an increase in accessibility has led teachers to go online to connect, share ideas and expand their own professional learning opportunities on social media platforms. Over the last five years there has been a resurgence in this field to research what teachers are doing in and with social media. Knowing that teachers are networking or collecting resources misses the fundamental premise for such action, which in turn, does little for understanding social media use as a professional learning activity. This study takes one step back, to investigate the reasoning for particular social media use. Through a qualitative paradigm, expert ICT teachers were interviewed about their conceptualisations of professional learning and related activities online. These recognized ICT-experts from Australia, Europe and United States of America were purposely selected due to a personal and professional impetus to maintain currency with innovative ideas in this ever-changing field. These expert teachers engaged in social media in different ways based on their conceptualisations of professional learning in these online spaces. The findings present a typology of reasoning based along two continuums, Self and Interactivity. These axioms defined four categories of teacher engagement online: Info-consumer; info-networker; self-seeking contributor; and vocationalist. A new paradigm of professional development is presented which has important implications for understanding the role of social media in teacher professional learning as well as in reshaping what we consider as effective professional development.
dc.description.peerreviewedYes
dc.description.sponsorshipDepartment of Education - Queensland
dc.description.sponsorshipOrmiston College Limited
dc.description.sponsorshipBrisbane School of Distance Education
dc.description.sponsorshipD-Teach
dc.description.sponsorshipBrisbane School of Distance Education
dc.languageEnglish
dc.publisherElsevier BV
dc.relation.ispartofpagefrom143
dc.relation.ispartofpageto158
dc.relation.ispartofjournalComputers & Education
dc.relation.ispartofvolume129
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.titleCategorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationPrestridge, S, Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm, Computers & Education, 2019, 129, pp. 143-158
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated2020-02-24T11:51:48Z
dc.description.versionPost-print
gro.rights.copyright© 2019 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorPrestridge, Sarah J.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record