Local Social Media Policies Governing Teachers’ Professionally Oriented Participation Online
A Content Analysis
Bibliographic Data
| ID | 12815810 |
|---|---|
| Authors | Luke Rodesiler (Indiana University – Purdue University Fort Wayne, corresponding author) |
| Year | 2016 |
| Volume | 61 |
| Issue | 3 |
| Pages | 293-300 |
| Publication date | 2016-12-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TechTrends (JOURNAL) |
| Journal identifiers | ISSN: 8756-3894 • E-ISSN: 1559-7075 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11528-016-0139-z |
| OpenAlex | W2561745168 |
| Language | EN |
| Citations received | 7 |
| References cited | 18 |
Content analysis · Craft · Educational technology · Faculty Development · Pedagogy · Political science · Professional development · Public relations · Scholarship · Social media · Social science · Social studies · Sociology · Impact of Technology on Adolescents · Online and Blended Learning · Social Media and Politics
‘Splintered selves’
The influence of policy and context on teachers’ social media use
A Qualitative Study of Social Media and Electronic Communication among Canadian Adolescent Female Soccer Players
Teacher identity and crossing the professional-personal divide on twitter
Mobile instant messaging for professional learning
Vigilante or Viking? Contesting the mediated constructions of Soldiers of Odin Norge
Why is There a Picture of Me on Snapchat
The Sage Dictionary of Qualitative Inquiry
Literacy in the New Media Age
How and Why Educators Use Twitter
The Nature of Selected English Teachers' Online Participation
Leading Ourselves (Tweets Optional)
Digital Literacies
Social Networking
Virtual induction
Investigating the Community of Practice of World Language Educators on Twitter
Making Practice Public
Reflections
| Citations per year | 0.78 |
|---|---|
| Citation span | 2017 - 2026 (10) |
| Highly cited | No |