You are here:

Crossing the Divide: Connecting Social Scholarship and Professional Learning Networks
PROCEEDING

, Charleston Southern University, United States ; , 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), Chesapeake, VA

Abstract

We propose the argument that the practices of social scholarship and those that take place in professional learning networks (PLN)s are the same activities taken up by two different groups of people: those in K-12 and those in academia. Within the paper we describe both phenomena, define their characteristics, and identify their primary user-groups. We then draw parallels between the two and offer examples of practices that occur both in social scholarship and PLNs, supporting our claim that they are the same type of practice. We include proposed methodology for future research that uses Tweet data from two user groups to examine the nature of social media practices in K-12 and higher education.

Citation

Brandon, D. & Marich, H. (2018). Crossing the Divide: Connecting Social Scholarship and Professional Learning Networks. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2202-2206). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from .

View References & Citations Map

References

  1. Alexander, H.A. (2006). A view from somewhere: Explaining the paradigms of educational research. Journal of Philosophy of Education, 40(2), 205-221.
  2. Al Salami, M.K., Makela, C.J., & De Miranda, M.A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27 (1), 63-88.
  3. Berliner, D.C. (2002). Comment: Educational research: The hardest science of all. Educational researcher, 31(8), 18-20.
  4. Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, N.J: Carnegie Foundation for the Advancement of Teaching.
  5. Buysse, V., Winton, P.J., & Rous, B. (2009). Reaching Consensus on a Definition of Professional Development for the Early Childhood Field. Topics in Early Childhood Special Education, 28(4), 235–243.
  6. Greenhow, C., & Askari, E. (2017). Learning and teaching with social network sites: A decade of research in K-12 related education. Education and information technologies, 22(2), 623-645.
  7. Greenhow, C. (2009). Social scholarship: applying social networking technologies to research practices. Knowledge Quest, 37(4), 42+. Retrieved from http://bit.ly/2yr24YE
  8. Greenhow, C., & Gleason, B. (2014). Social scholarship: Reconsidering scholarly practices in the age of social media. British Journal of Educational Technology, 45(3), 392–402. Http://doi.org/10.1111/bjet.12150
  9. Krutka, D.G., Carpenter, J.P., & Trust, T. (2016). Elements of engagement: A model of teacher interactions via professional learning networks. Journal of Digital Learning in Teacher Education, 32(4), 150-158.
  10. Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning?. The Internet and Higher Education, 15(4), 247-254.
  11. Meyer, K.A., & McNeal, L. (2011). Academics online: Their interests and foibles. The Internet and Higher Education, 14(2), 113-120.
  12. National Council for Accreditation of Teacher Education. (2008). NCATE Standards 2008. Retrieved from http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.aspx
  13. Smith, E., Kindall, H.D., Carter, V., & Beachner, M. (2016). Impact of Adopt-A-Classroom Partnerships Between K-12 and University Faculty. School Community Journal, 26(1), 163.
  14. Tobin, D.R. (1998). Building your personal learning network. Retrieved from http://www.tobincls.com/articles/.
  15. Trust, T. (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education, 28(4), 133–138.
  16. Veletsianos, G., & Kimmons, R. (2012). Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers and Education, 58(2), 766–774.
  17. Visser, R.D., Evering, L.C., & Barrett, D.E. (2014). # TwitterforTeachers: The implications of Twitter as a sel fdirected professional development tool for K–12 teachers. Journal of Research on Technology in Education, 46(4), 396-413.

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.