A Survey of K-12 Teachers' Utilization of Social Networks as a Professional Resource

Autor/inn/en	Hunter, Leah J.; Hall, Cristin M.
Titel	A Survey of K-12 Teachers' Utilization of Social Networks as a Professional Resource
Quelle	In: Education and Information Technologies, 23 (2018) 2, S.633-658 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-017-9627-9
Schlagwörter	Social Networks; Social Media; Internet; Educational Resources; Teacher Surveys; Elementary Secondary Education; Technology Uses in Education; Educational Technology; Web 2.0 Technologies; Predictor Variables; Age Differences; Technological Literacy; Computer Oriented Programs; Research Methodology; Use Studies + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Soziale Medien; Bildungsmittel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Prädiktor; Age; Difference; Age difference; Altersunterschied; Technisches Wissen; Computerprogramm; Research method; Forschungsmethode; Benutzerschulung
Abstract	Teachers are increasingly using social networks, including social media and other Internet applications, to look for educational resources. This study shares results from a survey examining patterns of social network application use among K-12 teachers in the United States. A sample of 154 teachers (18 males, 136 females) in the United States answered questions about their use of social network applications, their comfort with Web 2.0, and their use of empirically-based resources from social networks. Results provide a user update on factors that predict overall engagement with social networks, which included comfort and trust in using social networks, as well as higher age. We also explored the most popular applications used by teachers and the most popular reasons for their use. Finally, we implemented a new survey methodology to gauge responses about empirically-based posts on social networks and discuss results in the context of balancing free resources with high-quality pedagogical information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01