You are here:

Tweeting with Intention: Developing a Social Media Pedagogy for Teacher Education
PROCEEDING

, Texas Woman's University, United States ; , University of Central Florida, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The rise of social media has influenced many aspects of society, including education. As teachers, part of our work is to prepare students to navigate the digital terrain themselves so that they become proficient in leveraging the affordances of social media, while also mitigating limitations and drawbacks. In addition, social media is now used by educators for professional development, communication, activism, and in- and out-of-class activities. In this paper, we will share some of the ideas that undergird our social media assignment that is designed to be used in teacher education classes. The aim of our study is to build on the work of Krutka, Nowell, and Whitlock (2017) to contribute to a pedagogy for social media uses in education.

Citation

Krutka, D.G. & Damico, N. (2017). Tweeting with Intention: Developing a Social Media Pedagogy for Teacher Education. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1674-1678). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

View References & Citations Map

References

  1. Carpenter, J.P., & Krutka, D.G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414-434.
  2. Carpenter, J.P., Tur, G., & Marín, V.I. (2016). What do US and Spanish pre-service teachers think about
  3. Gordhamer, S. (2009). Wisdom 2.0: Ancient secrets for the creative and constantly connected. New York, NY: Harper Collins.
  4. Greenhalgh, S.P., Rosenberg, J.M., & Wolf, L.G. (2016). For all intents and purposes: Twitter as a
  5. Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-32.
  6. Krutka, D.G. (2014). Social media as a catalyst for convergence culture: Immersing pre-service social studies teachers in the social media terrain. In W.B. Russell (Ed.), Digital social studies (pp. 271302).
  7. Krutka, D.G., Nowell, S.D., & Whitlock, A.M.M. (2017). Towards a social media pedagogy: Successes and shortcomings in educative uses of Twitter with teacher candidates. Journal of Technology and Teacher Education, 25(2), 5-30.
  8. Levy, D. (2016). Mindful tech: How to bring balance to our digital lives. New Haven, CT: Yale University Press.
  9. Marich, H. (2016). Twitter in the elementary classroom: A teacher's journey. Language Arts, 94(1), 6770.
  10. Rheingold, H. (2012). Net smart: How to thrive online. Cambridge, MA: MIT Press. Rosenberg, J.M., Greenhalgh, S.P., Koehler, M.J., Hamilton, E.R., & Akcaoglu, M. (in
  11. Voorn, R.J.J., & Kommers, P.A.M. (2013). Social media and higher education: Introversion and collaborative learning from the student’s perspective. International Journal of Social Media and Interactive Learning Environments, 1(1), 59-73.
  12. Wesely, P.M. (2013). Investigating the community of practice of world language educators on Twitter. Journal of Teacher Education, 64(4), 305-318.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.