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Participatory Learning Through Social Media: How and Why Social Studies Educators Use Twitter
article

, Texas Woman's University, United States ; , Elon University, United States

CITE Journal Volume 16, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To determine how and why social studies educators use Twitter, 303 K-16 self-identified social studies educators were surveyed in this study. Results from respondents suggested that they valued the professional development experiences afforded by the platform, but were less likely to utilize Twitter for communication or class activities. Themes and examples that point to ways social studies educators use Twitter are described to provide insights for educators aiming to use social media professionally. Questions are also raised concerning whether social studies educators have missed opportunities to use social media to connect across racial and cultural boundaries and for civic purposes.

Citation

Krutka, D.G. & Carpenter, J.P. (2016). Participatory Learning Through Social Media: How and Why Social Studies Educators Use Twitter. Contemporary Issues in Technology and Teacher Education, 16(1), 38-59. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 16, 2019 from .

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