Social Media in Teacher Professional Development: A Literature Review

ID: 52045 Type: Full Paper
  1. Christine Greenhow, Diana Campbell, Sarah Galvin, and Emilia Askari, Michigan State University, United States

Friday, March 30 10:45 AM-11:15 AM Location: Wright View on map

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Abstract: Bridging ‘cloud’ to class, developing ‘network literacy,’ and supporting the transfer of professional knowledge to practice (and vice versa) are essential for educators at all levels to advance the field This literature review focuses on a decade of research within and around the intersecting spaces between social media and the classroom From cloud to classroom, teaching to learning, and policy to practice we seek to survey research on teacher knowledge and practice as evidenced in and mediated by social media Within the space constraints of this paper, we present a portion of our comprehensive literature review on social media in education, focusing on studies about how teachers use social media in professional development Our analysis of the state of research illuminates trends in theoretical foundations, methodological approaches, and learning contexts, suggesting focal areas for improved social media-in-education practice, policy and future research


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