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  • A cross-cultural comparison: the socio-technical affordances of social media as a professional learning tool for teachers

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    Embargoed until: 2022-10-15
    File version
    Accepted Manuscript (AM)
    Author(s)
    Prestridge, Sarah
    Utami, Lokita Purnamika
    Main, Katherine
    Griffith University Author(s)
    Main, Katherine M.
    Prestridge, Sarah J.
    Year published
    2021
    Metadata
    Show full item record
    Abstract
    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 ...
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    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.
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    Journal Title
    Teacher Development
    DOI
    https://doi.org/10.1080/13664530.2021.1895881
    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
    Publication URI
    http://hdl.handle.net/10072/407882
    Collection
    • Journal articles

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