Title
Local social media policies governing teachers’ professionally oriented participation online: A content analysis
Document Type
Article
Publication Date
Spring 2017
Publication Source
TechTrends
Volume
61
Issue
3
Inclusive pages
293-300
Peer Reviewed
yes
Abstract
In light of recent scholarship about teachers leveraging social media to support their continuing professional development, this article documents an investigation of school board policies governing teachers’ use of social media. Focusing on 30 traditional public school systems within a 10-county region in the Midwestern United States, the author collected social media policies and conducted an ethnographic content analysis to build an understanding of the policies that stand to guide teachers’ professionally oriented participation online. Of the 30 public school districts included in the study, 19 districts published policies specific to teachers’ use of social media. Reporting the study’s findings, the author addresses the districts’ efforts to craft policies that define social media, reiterate relevant pre-existing policies and support educational uses of social media. Implications for teachers, teacher educators and policymakers are included.
Keywords
teacher education, online participation, professional development, social media, online professional development, policy
Disciplines
Education | Teacher Education and Professional Development
Opus Citation
Luke Rodesiler (2017).
Local social media policies governing teachers’ professionally oriented participation online: A content analysis. TechTrends.61 (3), 293-300.
https://opus.ipfw.edu/educat_facpubs/341