The Shifting Spaces of Teacher Relationships: Complementary Methods in Examinations of Teachers' Digital Practices
Elizabeth Homan, University of Michigan, United States
Journal of Technology and Teacher Education Volume 22, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Today’s teachers are faced with a number of options when it comes to sharing knowledge about their professions. In the digital age, teachers use social media, online professional networks, email listservs, and blogging connections to share knowledge and resources. Here, I describe how one teacher engages with social media to develop networks that are at once local and global, tied into their school settings, districts, and communities even as they extend far beyond these spaces. I engage multiple methods, including qualitative interviews and observations and quantitative social network analyses of Sylvia’s Facebook network. Analysis of Sylvia’s practices and digital networks reveals the degree to which teachers’ physical and digital lives overlap and draws attention to a need for further research on teachers’ digital lives.
Homan, E. (2014). The Shifting Spaces of Teacher Relationships: Complementary Methods in Examinations of Teachers' Digital Practices. Journal of Technology and Teacher Education, 22(3), 311-331. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2014 Society for Information Technology & Teacher Education
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Miguel Gomez, Murray State University, United States; Wayne Journell, University of North Carolina at Greensboro, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 377–412
Catharyn Shelton & Leanna Archambault, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1817–1822
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