Journal article
Leveraging Social Media and Scholarly Discussion for Educator Empowerment
The Australian journal of teacher education, Vol.46(11), pp.37-53
01/11/2021
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Source: InCites
Abstract
This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key themes in the educator narratives. The findings of this research emphasise that professional learning occurring in virtual spaces is open to social mediation using the norms of social networks, rather than the norms of workplaces, jurisdictions or education sectors, and that this can lead to a greater sense of empowerment for educators.
Details
- Title
- Leveraging Social Media and Scholarly Discussion for Educator Empowerment
- Creators
- Steven Kolber - Brunswick Secondary CollegeSandy Nicoll - Excelsia CollegeKelli McGraw - Queensland University of TechnologyNicolas Gaube - CRCFKeith R Heggert - University of Technology Sydney
- Publication Details
- The Australian journal of teacher education, Vol.46(11), pp.37-53
- Publisher
- Edith Cowan University
- Number of pages
- 17
- Identifiers
- 991013365041302368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article