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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