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

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