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A Conceptual Framework of Teacher Motivation for Social Media Use


by Ayesha K. Hashim & Jeffrey P. Carpenter - 2019

Teachers are increasingly turning to social media to facilitate informal opportunities for professional learning, yet we know little about the motivational factors that prompt teachers’ social media use. In this chapter, we propose a conceptual framework that researchers can use to unpack the varied motivational factors that lead teachers to engage with social media for professional learning. We argue that the extant literature on teachers’ social media use lacks cohesion in terms of identifying the full range of motivational factors that inform teacher practice and that can lead teachers to engage with social media spaces with different functionalities (e.g., curating content, building community, monetizing teacher resources). We draw on utility-based theory from economics to understand how teachers negotiate between different motivational preferences when deciding to engage with different social media platforms, foregrounding both individual and social preferences and how the context of districts, schools, grade levels, classrooms, and teachers’ backgrounds might influence teacher preferences and social media use. We conclude with a discussion of how this conceptual framework can inform future research.


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Cite This Article as: Teachers College Record Volume 121 Number 14, 2019, p. -
https://www.tcrecord.org ID Number: 23052, Date Accessed: 11/14/2019 11:38:43 PM

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About the Author
  • Ayesha Hashim
    University of North Carolina-Chapel Hill
    E-mail Author
    AYESHA K. HASHIM is an assistant professor of educational policy and leadership at the University of North Carolina at Chapel Hill. Her research focuses on district-level school reforms aimed at improving student achievement in underserved communities, including popular initiatives to (1) modernize instruction with technology, (2) expand school choice for students, and (3) improve teacher quality through performance evaluation and coaching. Dr. Hashim draws on theories from economics, sociology, and organizational change to study the impacts of reforms on teacher and student outcomes along with leadership, organizational, and implementation conditions that shape these results. Her work has been published in Education Finance and Policy, Economics of Education Review, Educational Evaluation and Policy Analysis, Computers and Education, and Peabody Journal of Education.
  • Jeffrey Carpenter
    Elon University
    E-mail Author
    JEFFREY P. CARPENTER is an associate professor of education and director of the Elon Teaching Fellows Program at Elon University in Elon, North Carolina. Dr. Carpenter was an English and ESOL teacher, coach, and department chair for 10 years in high schools and middle schools in Japan, Honduras, and the United States before he earned his PhD in curriculum and instruction at the University of Virginia. His research focuses on educator collaboration and self-directed learning via social media and in unconference settings such as Edcamps. His work has been published in various journals, including Computers & Education, Internet & Higher Education, Teaching and Teacher Education, Professional Development in Education, and Learning, Media, and Technology.
 
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