Date Approved

1-11-2018

Embargo Period

1-11-2019

Document Type

Dissertation

Degree Name

EdD Educational Leadership (Doctor of Education)

Department

Educational Services and Leadership

College

College of Education

Advisor

Walpole, MaryBeth

Committee Member 1

Kerrigan, Monica

Committee Member 2

Robinson, John

Keywords

ISTE Standards, pedagogy, professional development, social media, teacher practice, TPCK

Subject(s)

Social media; Educational technology; Teachers

Disciplines

Teacher Education and Professional Development

Abstract

The purpose of this study was to examine how and why teachers engage in social media networks. Using a case study approach, data was gathered through semi-structured interviews, online observations, direct observations, artifacts, and documents to gain understanding to how and why teachers are using online networks such as Facebook, LinkedIn, Pinterest, and Twitter for professional learning. The underpinnings of constructivism and social constructivism theories served to provide a framework for understanding how teachers perceive their professional use of social media. Moreover, this study sought to gain insight into how this practice may or may not influence teacher practice at Rawlings County Institute of Technology. As a result, this research identified five themes: Effects on Students' Learning Experiences and Engagement; Convenience: Access and Opportunities Embedded within Social Media Venues; Personalized/Customized Learning Experiences; Building Knowledge to Enhance Practice; and Self-care and Support.

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