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A Critical Examination of Participation in an Online Community of Practice to Inform Digital Pedagogy
PROCEEDING

, University of Northern Iowa, 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

As social media gains prominence in education, the importance of critically examining our participation in social media spaces becomes imperative to inform our pedagogical practice. This qualitative study examined the researcher’s participation in an online community of practice through an examination of a course hashtag, and analyzed how they progressed from peripheral participation to evolving mature practice as an educator. This research has implications for digital pedagogy and contributes by proposing a social media legitimate peripheral model based on the findings.

Citation

Gurjar, N. (2018). A Critical Examination of Participation in an Online Community of Practice to Inform Digital Pedagogy. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2265-2273). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2019 from .

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