Discussant Reflections

.title[
# Discussant Reflections
]
.subtitle[
## Teacher Use of Social Media for Teaching and Professional Development
]
.author[
### Bret Staudt Willet | Florida State University
]
.date[
### April 13, 2023
]

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**View the slides:**

[bretsw.com/aera23-teacher-pd](https://bretsw.com/aera23-teacher-pd/)

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"Social media is not all sunshine and rainbows" [2]

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- TikTok bans

- Twitter algorithm

- Reddit tags

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- Data mining of digital traces & content analysis [1] [3]

- "How & Why" online survey [2]

- Case study [4]

-	Theoretical argument [5]

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# <svg aria-hidden="true" role="img" viewBox="0 0 640 512" style="height:1em;width:1.25em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#fff;overflow:visible;position:relative;"><path d="M192 96c26.5 0 48-21.5 48-48s-21.5-48-48-48s-48 21.5-48 48s21.5 48 48 48zm-8 384V352h16V480c0 17.7 14.3 32 32 32s32-14.3 32-32V192h56 64 16c17.7 0 32-14.3 32-32s-14.3-32-32-32H384V64H576V256H384V224H320v48c0 26.5 21.5 48 48 48H592c26.5 0 48-21.5 48-48V48c0-26.5-21.5-48-48-48H368c-26.5 0-48 21.5-48 48v80H243.1 177.1c-33.7 0-64.9 17.7-82.3 46.6l-58.3 97c-9.1 15.1-4.2 34.8 10.9 43.9s34.8 4.2 43.9-10.9L120 256.9V480c0 17.7 14.3 32 32 32s32-14.3 32-32z"/></svg> <br><br> Insights

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- **Affordances & Constraints** [1] [2] [3] [4] [5]

- **Affinity spaces** [1] [2] [3]

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- **Overposting** instead of "sharing" [5]

- **Social comparison** [2] [4]

- **Legitimate peripheral participation** instead of "lurking" [2]

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# <svg aria-hidden="true" role="img" viewBox="0 0 512 512" style="height:1em;width:1em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#fff;overflow:visible;position:relative;"><path d="M306.7 325.1L162.4 380.6C142.1 388.1 123.9 369 131.4 349.6L186.9 205.3C190.1 196.8 196.8 190.1 205.3 186.9L349.6 131.4C369 123.9 388.1 142.1 380.6 162.4L325.1 306.7C321.9 315.2 315.2 321.9 306.7 325.1V325.1zM255.1 224C238.3 224 223.1 238.3 223.1 256C223.1 273.7 238.3 288 255.1 288C273.7 288 288 273.7 288 256C288 238.3 273.7 224 255.1 224V224zM512 256C512 397.4 397.4 512 256 512C114.6 512 0 397.4 0 256C0 114.6 114.6 0 256 0C397.4 0 512 114.6 512 256zM256 48C141.1 48 48 141.1 48 256C48 370.9 141.1 464 256 464C370.9 464 464 370.9 464 256C464 141.1 370.9 48 256 48z"/></svg> <br><br> Recommendations <br> for <br> More Consequential <br> Education Research

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- Self-directing their learning: **Why?** [1]

- Organizing around shared affinity: **Why?** [1] [2] [3]

- **Pedagogical design capacity:** Resisting the constraints of the Teacher-to-teacher Online Marketplace of Ideas (TOMI): **Why?** [4]

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**Teacher agency is a finite resource,**

**with limited influence and power.**

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"Many participants appeared to use TikTok with limited awareness of how the platform works and related issues that could impact educators" [2]

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- Imagined audiences, context collapse, and real consequences [5]

- Teacher-to-teacher Online Marketplace of Ideas (TOMI) [4]

- Networked publics [2]

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**No one knows how to do these things naturally;**

**Digital literacy must be learned.**

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"The complexity and interconnectedness underlying beginning teachers’ challenges need to be addressed with institutional or organizational efforts alongside individual endeavors." [1]

"Educators can address policies, reconsider practices, and encourage pedagogy" [5]

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"Such support could supplement the support alumni receive from formal mentors, and/or compensate for potential shortcomings in school district induction programs" [3]

"Future research could build upon the results of this research by attending to how the technological context shapes interactions with alumni" [3]

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"We see implications for new teacher induction programs, early career mentorship programs, and in-service professional learning" [4]

"Teacher education programs must acknowledge that teachers learn how to teach in a host of formal and informal spaces, including on social media and through curricular materials they find online" [4]

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**Socio-Ecological Model:** [1]

- Individual
- Interpersonal
- Organizational
- Community
- Public policy

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**Socio-Ecological Model:** <svg aria-hidden="true" role="img" viewBox="0 0 448 512" style="height:1em;width:0.88em;vertical-align:-0.125em;margin-left:auto;margin-right:auto;font-size:inherit;fill:#782F40;overflow:visible;position:relative;"><path d="M438.6 278.6c12.5-12.5 12.5-32.8 0-45.3l-160-160c-12.5-12.5-32.8-12.5-45.3 0s-12.5 32.8 0 45.3L338.8 224 32 224c-17.7 0-32 14.3-32 32s14.3 32 32 32l306.7 0L233.4 393.4c-12.5 12.5-12.5 32.8 0 45.3s32.8 12.5 45.3 0l160-160z"/></svg> Our interpretations, implications, recommendations

- Individual
- Interpersonal
- Organizational
- Community
- Public policy

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We already have the tools we need for consequential education research:

- Surveys

- Interviews and focus groups

- Data mining and content analysis

- Case study

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**Bret Staudt Willet** | Florida State University