Categorising teachers’ use of social media for their professional learning
A self-generating professional learning paradigm
Bibliographic Data
| ID | 23322221 |
|---|---|
| Authors | Sarah Prestridge (0000-0002-7873-1538, Griffith University, corresponding author) |
| Year | 2019 |
| Volume | 129 |
| Pages | 143-158 |
| Publication date | 2019-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2018.11.003 |
| OpenAlex | W2900948691 |
| Language | EN |
| Citations received | 59 |
| References cited | 40 |
Epistemology · Interactivity · Multimedia · Pedagogy · Premise · Professional development · Professional learning community · Social learning · Social media · Sociology · Typology · World Wide Web · Computer Science · Impact of Technology on Adolescents · Online and Blended Learning · Psychology · Web and Library Services
Instructional interactions in online classroom of English for nursing
Social Media-Based Professional Learning
Experiencias de aprendizaje profesional docente en Mooc
A Review of Teachers’ Perceptions of the Use of Social Networking Sites for the Teaching and Learning of English
University Educators’ Experience of Personal Learning Networks to Enhance Their Professional Knowledge
Investigating pre-service teachers’ informally-developed online professional learning networks
Look who’s talking
The Hashtag #CharlasEducativas as a Teacher Affinity Space on Twitter
Estrategias de aprendizaje formal y no formal de docentes para su desarrollo profesional
Using Narrative Inquiry to Examine Teachers' Identity via Facebook Narratives
Practices and perceptions of social media’s risks, ethics, and regulations on campus
The impact of teacher autonomy support on student engagement in higher education
Exploring epistemic fluency and professional learning in multi-stakeholder collaboration
Facilitating teachers’ professional learning in open class
Teachers’ knowledge sharing behaviors and TPACK in the digital age
The value creation in communities of inquiry
Lifelong learning processes in professional development for online teachers during the Covid era
Exploring the intersections of TAM and TRI models in middle school VR technology acceptance
Use of Twitter as an Educational Resource. Analysis of Concepts of Active and Trainee Teachers
Lurkers or posters? How teacher identity influences self-presentation on social networking sites
Influencer or teacher leader
“You can tell a lot about a person by reading their bio”
Educational research, epistemology and the desideratum of doubt. Unpacking the complexities of the marshy divide
A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments
Using social networks as a collective intelligence tool for a decision-making process about adult lifelong education
New alignments for the digital age
Multi-stakeholder collaboration in an online professional learning community
Social Media–Based Professional Learning Communities for Physical Educators
Beyond coding and counting
Ex-Edchat
Instagram as a platform for teacher collaboration and digital social support
Digital social support among educators in social media
Moderating professional learning on social media - A balance between monitoring, facilitation and expert membership
Cida
Facebook is not a silver bullet for teachers’ professional development
Identifying multiple learning spaces within a single teacher-focused Twitter hashtag
Cross-sector collaborations via Facebook
Mining teacher informal online learning networks
Technological affordances in teachers' online professional learning communities
Sources of Professional Learning and K‐12 Teachers' Instructional Practices in Promoting Informal Digital Learning of English
Understanding topic duration in Twitter learning communities using data mining
International insights about a holistic model of teaching competence for a digital era
Investigating the use of a mobile portfolio app to develop pre-service teachers’ reflective abilities and orientations to learning to teach
Empowering EFL teachers through social media
The potential of social networking sites for continuing professional learning
Examining the Relationships Among Teacher Characteristics, Collaboration, AI ‐Integrated TPACK , and Teacher Enthusiasm
The influence of policy and context on teachers’ social media use
Analysis of key roles in large‐scale online learning
From authorised visitor to key person – a trajectory of participation in teacher Facebook groups
Digital Socialligators? Social Media-Induced Perceived Support During the Transition to the Covid-19 Lockdown
Why pre-service teachers do not use social media for professional purposes
Teacher-generated content in social media
The interplay of five elements of influence on educators’ PLN actions
Lurking with intent
Teachers’ narratives
(Dis)connected
K–12 Music Educators’ Perceptions of Social Media Use and Social Justice Engagement
Affinity spaces on a Twitter hashtag for teacher learning
El autoaprendizaje aplicado a las asignaturas de tecnología audiovisual. Estudio de caso
Policies That Support Professional Development in an Era of Reform
Theory, Practice, and the Education of Professionals
Teachers’ Professional Development in a Climate of Educational Reform
Engagement through microblogging
Informal online communities and networks as a source of teacher professional development
Conceptualizing Teacher Professional Learning
“Together we are better”
Self-Efficacy
Higher education scholars' participation and practices on Twitter
A professional development framework for online teaching
Mixed Methods Sampling
Tweet me, message me, like me
Locating learning in teachers’ communities of practice
Teacher peer support in social network sites
WITHDRAWN - Mixed Methods Sampling
Investigating the Community of Practice of World Language Educators on Twitter
Situated Learning
| Unique citing works | 59 |
|---|---|
| Citations per year | 9,83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 50 |