A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic
A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic
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DOI：
10.1177/23328584211063898
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发表时间：
2021-01
期刊：
影响因子：
2.8
通讯作者：
Stephen J. Aguilar;Joshua Rosenberg;S. Greenhalgh;Tim Fütterer;A. Lishinski;Christian Fischer
中科院分区：
文献类型：
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作者：
Stephen J. Aguilar;Joshua Rosenberg;S. Greenhalgh;Tim Fütterer;A. Lishinski;Christian Fischer
教师参与专业学习活动，以提高他们的教学知识和分享最佳实践，而包括社交媒体在内的技术在教育中日益重要的作用正在改变这种专业学习的发生方式。2019冠状病毒病大流行为考虑社交媒体在专业学习中的作用提供了机会。采用密集的纵向方法，我们反复调查了14名教师在大流行之前和期间使用社交媒体的情况（N = 386总答复）。我们发现了社交媒体平台的使用模式及其目的，但教师对社交媒体的使用在很大程度上是特殊的。此外，大流行开始后，教师在社交媒体使用方面发生了显著变化；多层模型表明，与大流行之前相比，教师更有可能使用社交媒体进行联系和分享，特别是学习和关注。与covid -19相关的更高水平的家庭压力也与更多地使用社交媒体寻找材料有关。
Teachers participate in professional learning activities to enhance their pedagogical knowledge and share best practices—and the increasing role of technologies in education, including social media, is shifting how this professional learning occurs. The COVID-19 pandemic provided an opportunity to consider the role of social media for professional learning. Using intensive longitudinal methods, we repeatedly surveyed 14 teachers’ use of social media both before and during the pandemic (N = 386 total responses). We found patterns in social media platforms uptake and their purposes, but teachers’ use of social media was largely idiosyncratic. Also, teachers demonstrated notable shifts in social media use after the pandemic started; multilevel models indicated that teachers were more likely to use social media to connect and share, especially, as well as learn and follow, compared with before the pandemic. Higher levels of COVID-19-related family stress were also associated with more use of social media to find materials.