Applying a Critical Lens to Teachers' Use of Social Media for Civic Education

Autor/inn/en	Chapman, Amy L.; Greenhow, Christine
Titel	Applying a Critical Lens to Teachers' Use of Social Media for Civic Education
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Technology Integration; Social Media; Citizenship Education; Civics; Citizen Participation; High School Teachers; Social Studies; Teacher Attitudes; Technology Uses in Education; Teaching Experience; Educational Change + Suchen Sie Ihr Suchwort? Soziale Medien; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsreform
Abstract	Traditional civic education in the U.S. often does not meet the needs of students. Whether through outdated or uninspiring methods or by functionally disenfranchising students who are not part of the predominant power structure, mainstream civic education maintains hegemonic structures and, in turn, systems of oppression. Scholars have argued that reconceptualizing citizenship is an important component to addressing these shortcomings. Further, an increased use of social media as a tool for new forms of civic participation has been observed, but little research has been done to examine how teachers are using these platforms in their teaching of civics. This study explored high school social studies teachers' conceptualizations of citizenship and their use of the social media platform, Twitter, with their students for civic education. Findings showed that teachers' conceptions of citizenship were influenced by their local context: teachers observed geographic or racial barriers for their students' civic participation, which informed how they understood and taught about civic participation. Teachers' use of Twitter was intended to provide ways for students to disrupt the systems that established these barriers; however, teachers' practice of using Twitter did not always align with their intentions. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01