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Social Media in Teacher Professional Development: A Literature Review
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, , , , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

Bridging ‘cloud’ to class, developing ‘network literacy,’ and supporting the transfer of professional knowledge to practice (and vice versa) are essential for educators at all levels to advance the field This literature review focuses on a decade of research within and around the intersecting spaces between social media and the classroom From cloud to classroom, teaching to learning, and policy to practice we seek to survey research on teacher knowledge and practice as evidenced in and mediated by social media Within the space constraints of this paper, we present a portion of our comprehensive literature review on social media in education, focusing on studies about how teachers use social media in professional development Our analysis of the state of research illuminates trends in theoretical foundations, methodological approaches, and learning contexts, suggesting focal areas for improved social media-in-education practice, policy and future research

Citation

Greenhow, C., Campbell, D., Galvin, S. & Askari, E. (2018). Social Media in Teacher Professional Development: A Literature Review. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2256-2264). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2022 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

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