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A Decade of Research on K-12 Teaching and Teacher Learning with Social Media: Insights on the State of the Field


by Christine Greenhow, Sarah M. Galvin, Diana L. Brandon & Emilia Askari - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 6, 2020, p. 1-72
https://www.tcrecord.org ID Number: 23303, Date Accessed: 12/6/2021 7:21:41 PM
 
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About the Author
  • Christine Greenhow
    Michigan State University
    E-mail Author
    CHRISTINE GREENHOW, Ph.D., is an associate professor in the Educational Psychology & Educational Technology program at Michigan State University. She studies various forms of learning with social media, the design of social-mediated environments for learning, and changes in scholarship practices with new media. Recent publications and projects can be found at http://www.cgreenhow.org.
  • Sarah Galvin
    Michigan State University
    E-mail Author
    SARAH GALVIN is a PhD student in the Educational Psychology and Educational Technology program at Michigan State University. Her research interests surround the intersection of social media and writer identity in adolescent learning. More specifically, she looks at how student authorship differs on social media compared with in the classroom and what implications this might have for writing pedagogy. She has an in-press publication in the Teachers College Record Yearbook with colleagues from the #Cloud2Class conference entitled “Teaching ‘Against’ Social Media: Confronting Problems of Profit in the Curriculum” and an upcoming coauthored chapter in Educational Networking: A Novel Discipline for Improved K–12 Learning Based on Social Networks, describing a literature review of teachers’ use of social media for educational networking.
  • 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 currently 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 coauthored article in Written Communication, “Multidimensional Levels of Language Writing Measures in Grades Four to Six.”
  • Emilia Askari
    Michigan State University
    E-mail Author
    EMILIA ASKARI is a PhD student in the Educational Psychology and Educational Technology program at Michigan State University, a lecturer at the University of Michigan, and a former journalist at the Detroit Free Press. Her research interests include social media, education, and journalism. She was the recent lead author of “Youth, Learning and Social Media in K–12 Education: The State of the Field,” published in the proceedings of the International Society of the Learning Sciences.
 
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