Valuing Teachers' Diverse Attitudes to and use of Social Media
Alison Fox, School of Education, University of Leicester, United Kingdom
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper presents the results of a survey of 200 UK teachers’ reported use and attitudes towards social media, in particular in relation to educational purposes. Like those in society more generally, teachers were divided in their use social media, with our data suggesting 4 groups of user: 'Enthusiasts' (3% of the sample); More 'cautious users/engagers' (35%); A diverse group considered tentatively as 'sceptics' (32%); A group classified, from focus group discussions, as 'conscious luddites' (30%). Teachers’ personal and professional uses of social media are closely related but not in a simple relationship. Not all users see social media as part of their professional work. Not all users are comfortable using social media with their students. Not all teachers see a potential for social media to contribute to their professional learning and teachers express concerns. This paper considers the implications of this situation for the development of social media for educational purposes.
Fox, A. (2014). Valuing Teachers' Diverse Attitudes to and use of Social Media. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 2688-2693). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References