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A cross-cultural comparison: the socio-technical affordances of social media as a professional learning tool for teachers
Teacher Development Pub Date : 2021-04-15 , DOI: 10.1080/13664530.2021.1895881
Sarah Prestridge 1 , Lokita Purnamika Utami 2 , Katherine Main 1
Affiliation  

ABSTRACT

Worldwide, teachers are connecting with each other, contributing ideas and curating resources through a range of social media platforms. Use of social media is framed within monocultural assumptions. As such, little is known about how different cultural values affect the way teachers reason and action online. This small-scale exploratory study focuses on ICT expert teachers’ professional learning through social media and how socio-technical affordances predispose the way they engaged online. The socio-technical affordances include the relational interactions of the users, their capabilities and their intentions for the use of social media platforms. The study involved 15 teachers from Australia, Belgium and the USA. The findings present three categories that underpinned the ways teacher reasoned and actioned through social media with like-minded colleagues: non-competitive, competitive and adverse to competition. Cultural values at national and school level were found to influence how these teachers considered and enacted collaborative opportunities online.



中文翻译:

跨文化比较:社交媒体作为教师专业学习工具的社会技术可供性

摘要

在世界范围内,教师通过一系列社交媒体平台相互联系、贡献想法和管理资源。社交媒体的使用是在单一文化假设中构建的。因此,人们对不同的文化价值观如何影响教师在线推理和行动的方式知之甚少。这项小规模探索性研究侧重于 ICT 专家教师通过社交媒体的专业学习以及社会技术可供性如何影响他们在线参与的方式。社会技术可供性包括用户的关系交互、他们的能力以及他们使用社交媒体平台的意图。该研究涉及来自澳大利亚、比利时和美国的 15 名教师。调查结果提出了三个类别,这些类别支持教师通过社交媒体与志同道合的同事进行推理和采取行动的方式:非竞争性、竞争性和不利于竞争。发现国家和学校层面的文化价值观会影响这些教师如何考虑和制定在线合作机会。

更新日期:2021-04-15
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