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Welcome to Cloud2Class: Social Media in Education

by Diana L. Brandon, Alan J. Daly, Kenneth A. Frank, Christine Greenhow, Sihua Hu, Martin Rehm & Kaitlin T. Torphy - 2019

This chapter welcomes the reader to the study of social media in education. It begins with a description of the background, ranging from general use of social media in today’s society to the importance of social media in education. The study of social media in education will inevitably draw on interdisciplinary concepts and networks of relationships among ideas and people. Furthermore, social media can help researchers and educators cross current boundaries, such as the organizational boundary of the school, and the domains of teachers and leaders. Social media also reveals boundaries that have been reinforced or are emergent with social media, such as intergenerational and cross-cultural boundaries, and standard boundaries of chronology. The contributors themselves come from interdisciplinary backgrounds (all focused on education, but from computer science, technology, sociology, policy, psychology, etc.), and they consider their own agency in shaping the field of study of social media in education. This includes generating theory, raising ethical issues, and providing practical advice. After describing the organization of the yearbook, most importantly, this introduction directs readers to opportunities to engage the field (#cloud2class).

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Cite This Article as: Teachers College Record Volume 121 Number 14, 2019, p. -
https://www.tcrecord.org ID Number: 23056, Date Accessed: 2/16/2020 3:04:10 PM

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About the Author
  • Diana Brandon
    Charleston Southern University
    E-mail Author
    DIANA L. BRANDON is an alumna of the Educational Psychology and Educational Technology program at Michigan State University. She cur- rently is the Distance Learning Coordinator at Charleston Southern University in Charleston, South Carolina. Her research interests include technology integration in K–12 and higher education and professional development for teachers and higher education personnel. Her recent work includes a brief paper presented at SITE 2019, “Not Your Mother’s Professional Development: A Flexible Approach to Faculty PD” and a co- authored article in Written Communication, “Multidimensional Levels of Language Writing Measures in Grades Four to Six.”
  • Alan Daly
    University of California San Diego
    E-mail Author
    ALAN J. DALY is a professor in the Department of Education Studies at the University of California San Diego and specializes in social network analysis and educational change processes. He has several books on the topic, including one published by Harvard Press entitled Social Network Theory and Educational Change. Professor Daly is also a Fulbright Global Scholar, having spent time in New Zealand and South Africa.
  • Kenneth Frank
    Michigan State University
    KENNETH FRANK received his PhD in measurement, evaluation, and statistical analysis from the School of Education at the University of Chicago in 1993. He is MSU Foundation Professor of Sociometrics, professor in Counseling, Educational Psychology and Special Education; and adjunct (by courtesy) in Fisheries and Wildlife and Sociology at Michigan State University. His substantive interests include the study of schools as organizations, social structures of students and teachers and school decision making, and social capital. His substantive areas are linked to several methodological interests: social network analysis, sensitivity analysis and causal inference (http://konfound-it.com),and multilevel models. His recent publications include agent-based models of the social dynamics of the implementation of innovations in organizations, and the implications of social networks for educational opportunity. Recent publications include: *Frank, K. A., & *Xu, R. (2018) Implementation of evidence based practice in human service organizations: Implications from agent-based models. Journal of Policy Analysis and Management, 37(4), 4867–4895, *Coequal first authors; and Frank K. A., Lo, Y., Torphy, K., & Kim, J. (2018). Social networks and educational opportunity. In B. Schneider (Ed.), Handbook of the sociology of education in the 21st century (pp. 297–316). Handbooks of Sociology and Social Research. Cham, Switzerland: Springer.
  • Christine Greenhow
    Michigan State University
    E-mail Author
    CHRISTINE GREENHOW is an associate professor in educational psy- chology and educational technology, Michigan State University. She stud- ies various forms of learning with social media, the design of social-me- diated environments for learning, and changes in scholarship practices with new media. (More information at http://www.cgreenhow.org and @ chrisgreenhow on Twitter.)
  • Sihua Hu
    Northwestern University
    E-mail Author
    SIHUA HU is a postdoctoral fellow on the COHERE project at Northwestern University. Her research examines various dimensions of teaching quality, and how teaching quality is related to mathematics teach- ers’ social networks within physical and virtual spaces. Dr. Hu was a co-PI for an American Education Research Association conference convened in October 2018 at Michigan State University on social media and education. She holds a PhD in mathematics education and a MS in statistics from Michigan State University. Dr. Hu’s recent work with colleagues titled “What Do Teachers Share Within Socialized Knowledge Communities: A Case of Pinterest” was published by the Journal of Professional Capital and Community. In this article, Hu and colleagues characterized the types and the cognitive demand of the mathematics curriculum materials curated by a sample of early-career teachers within Pinterest. Using a new methodology, epistemic network analysis, Hu and colleagues also explored how teachers made connections among these different resources.
  • Martin Rehm
    University of Education Weingarten
    E-mail Author
    MARTIN REHM attained his PhD at Maastricht University, the Netherlands. He is currently the transfer manager at the Institute for Educational Consulting at the University of Education in Weingarten, Germany. His research interests include informal learning in social media, social opportunity spaces, and applying mixed methods to assess the educational value of social media. His recent work includes a contribution to the American Journal of Education entitled “Drinking From the Firehose—The Structural and Cognitive Dimensions of Sharing Information on Twitter?”
  • Kaitlin Torphy
    Michigan State University
    E-mail Author
    KAITLIN T. TORPHY is the lead researcher and founder of the Teachers in Social Media Project at Michigan State University. This project consid- ers the intersection of cloud to class, the nature of resources within virtual resource pools, and implications for equity as educational spaces grow increasingly connected. Dr. Torphy conceptualizes the emergence of a teacherpreneurial guild in which teachers turn to one another for instruc- tional content and resources. She has expertise in teachers’ engagement across virtual platforms, teachers’ physical and virtual social networks, and education policy reform. Dr. Torphy was a co-PI and presenter for an American Education Research Association conference convened in October 2018 at Michigan State University on social media and education. She has published work on charter school impacts, curricular reform, and teachers’ social networks, and has presented work regarding teachers’ engagement within social media at the national and international levels. Her other work examines diffusion of sustainable practices across social networks within The Nature Conservancy. Dr. Torphy earned a PhD in education policy and a specialization in the economics of education from Michigan State University in 2014 and is a Teach for America alumna and former Chicago Public Schools teacher.
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