A cross-cultural comparison: the socio-technical affordances of social media as a professional learning tool for teachers
View/ Open
Embargoed until: 2022-10-15
File version
Accepted Manuscript (AM)
Author(s)
Prestridge, Sarah
Utami, Lokita Purnamika
Main, Katherine
Year published
2021
Metadata
Show full item recordAbstract
Worldwide, teachers are connecting with each other, contributing ideas and curating resources through a range of social media platforms. Use of social media is framed within monocultural assumptions. As such, little is known about how different cultural values affect the way teachers reason and action online. This small-scale exploratory study focuses on ICT expert teachers’ professional learning through social media and how socio-technical affordances predispose the way they engaged online. The socio-technical affordances include the relational interactions of the users, their capabilities and their intentions for the use ...
View more >Worldwide, teachers are connecting with each other, contributing ideas and curating resources through a range of social media platforms. Use of social media is framed within monocultural assumptions. As such, little is known about how different cultural values affect the way teachers reason and action online. This small-scale exploratory study focuses on ICT expert teachers’ professional learning through social media and how socio-technical affordances predispose the way they engaged online. The socio-technical affordances include the relational interactions of the users, their capabilities and their intentions for the use of social media platforms. The study involved 15 teachers from Australia, Belgium and the USA. The findings present three categories that underpinned the ways teacher reasoned and actioned through social media with like-minded colleagues: non-competitive, competitive and adverse to competition. Cultural values at national and school level were found to influence how these teachers considered and enacted collaborative opportunities online.
View less >
View more >Worldwide, teachers are connecting with each other, contributing ideas and curating resources through a range of social media platforms. Use of social media is framed within monocultural assumptions. As such, little is known about how different cultural values affect the way teachers reason and action online. This small-scale exploratory study focuses on ICT expert teachers’ professional learning through social media and how socio-technical affordances predispose the way they engaged online. The socio-technical affordances include the relational interactions of the users, their capabilities and their intentions for the use of social media platforms. The study involved 15 teachers from Australia, Belgium and the USA. The findings present three categories that underpinned the ways teacher reasoned and actioned through social media with like-minded colleagues: non-competitive, competitive and adverse to competition. Cultural values at national and school level were found to influence how these teachers considered and enacted collaborative opportunities online.
View less >
Journal Title
Teacher Development
Copyright Statement
This is an Author's Accepted Manuscript of an article published in Teacher Development, 15 Apr 2021, copyright Taylor & Francis, available online at: https://doi.org/10.1080/13664530.2021.1895881
Note
This publication has been entered in Griffith Research Online as an advanced online version.
Subject
Specialist studies in education
Sociology
Social Sciences
Education & Educational Research
Teacher professional learning
social media
cross-cultural values