Beginning Teachers’ Self-Directed Learning
Beginning teachers face numerous decisions as they transition from teacher preparation into enacting practice (i.e., their induction period). They must reconcile conflicting messages about what and how to teach from the academic world of the preparation program and the practical world of their school of employment. Interviews with new teachers provide evidence of why new teachers seek supports for professional leaning to complement formal induction programs offered by schools and districts. Findings demonstrate how new teachers’ agency is stretched as they navigate the edu-verse, a complex learning ecology of supports accessed locally and through social media.
Staudt Willet, K. B. (under review). Early career teachers’ expansion of induction support systems with social media.
Beginning teachers’ self-directed professional learning through social media: Impacts on instructional practice
Informal Learning or Invisible Labor?
Staudt Willet, K. B., & He, D. (under review). Educators’ invisible labor: A systematic review
Krutka, D. G., Heath, M. K., & Staudt Willet, K. B. (2019). Foregrounding technoethics: Toward critical perspectives in technology and teacher education. Journal of Technology and Teacher Education, 27(4), 555-574. Retrieved from http://learntechlib.org/p/208235/
Networked Learning in Online Communities
Staudt Willet, K. B., & Carpenter, J. P. (2021). A tale of two subreddits: Change and continuity in teaching-related online spaces. British Journal of Educational Technology, 52(2), 714-733. doi:10.1111/bjet.13051
Staudt Willet, K. B. (2019). Revisiting how and why educators use Twitter: Tweet types and purposes in #Edchat. Journal of Research on Technology in Education, 51(3), 273-289. doi:10.1080/15391523.2019.1611507
Greenhow, C., Staudt Willet, K. B., & Galvin, S. (2021). Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID-19. British Journal of Educational Technology, 52(4), 1434-1454. doi:10.1111/bjet.13097
Teachers without borders: Professional learning spanning social media, place, and time
U.K. and U.S. Emergency Learning Networks on Twitter during COVID-19
Data Science in Education
Data science and learning analytics in education are useful, but we have limited information about the effectiveness or recommendations to guide the design of learning opportunities for professionals working in education. At the same time, we know that, in general, well-designed learning opportunities, even those brief in duration, can improve computational skills. Our purpose is to explore the design and effects of data science workshops for educational researchers.
Rosenberg, J. M., & Staudt Willet, K. B. (2021). Balancing privacy and open science in the context of COVID-19: A response to Ifenthaler & Schumacher (2016). Educational Technology Research and Development, 69, 347–351. doi:10.1007/s11423-020-09860-8
The design and effects of data science workshops for educational researchers
Who is an educational data scientist?