Jeff Carpenter

Carpenter, J.P., Morrison, S.A., Shelton, C.C., Clark, N., Patel, S., & Toma-Harrold, D. (2024). How and why educators use TikTok: Come for the fun, stay for the learning? Teaching and Teacher Education, 142, 104530. https://doi.org/10.1016/j.tate.2024.104530

Carpenter, J.P., Rosenberg, J.M., Kessler, A., Romero-Hall, E., & Fischer, C. (2024). The importance of context in teacher educators’ professional digital competence. Teachers and Teaching. Advance online publication. https://doi.org/10.1080/13540602.2024.2320155

Oliveri, A. & Carpenter, J.P. (2024). Refreshing the affinity space concept: Evolving understandings of learning via social media platforms in an algorithmic age. Information & Learning Sciences. Advance online publication.

Mercieca, B., McDonald, J. & Carpenter, J.P. (2024). Learning in the palm of your hand: An exploration of the value of online education-related X/Twitter chats for professional learning. Professional Development in Education. Advance online publication. https://doi.org/10.1080/19415257.2024.2306995

Hollingsworth, H., Buchanan, L., Wilson, A.M., Robinson, F., & Carpenter. J.P. (2024). Community mapping in teacher preparation: developing undergraduate students’ knowledge of community assets. Action in Teacher Education. Advance online publication. https://doi.org/10.1080/01626620.2024.2369240

Kerkhoff, S., Carpenter, J.P., Yang, Q., & Dong, Y. (2024). Part of something bigger: Critical, digital, and global literacies in the Global Read Aloud. Literacy Research and Instruction, 63(1), 17-41.

Carpenter, J.P., Morrison, S.A., Rosenberg, J.M., & Hawthorne, K.A. (2023). Using social media in pre-service teacher education: The case of a program-wide Twitter hashtag. Teaching and Teacher Education, 124, 104036.

Trust, T., Carpenter, J.P., & Green, T. (2023). Understanding teacher learning about HyperDocs through the lens of professional learning networks. Issues and Trends in Learning Technologies, 10(2), 3-39. https://doi.org/10.2458/itlt.5103

Shelton, C.C., & Carpenter, J.P. (2023). Four strategies for vetting online lesson materials. Educational Leadership, 80(5), 10-11.

Carpenter, J.P., Shelton, C.C., & Schroeder, S.E. (2023). The education influencer: A new player in the educator professional landscape. Journal of Research on Technology in Education, 55(5), 749-764. http://dx.doi.org/10.1080/15391523.2022.2030267

Carpenter, J.P., & Shelton, C.C. (2022). Educators’ perspectives on and motivations for using TeachersPayTeachers.com. Journal of Research on Technology in Education. Advance online publication. http://dx.doi.org/10.1080/15391523.2022.2119452

Marin, V.I., Carpenter, J.P., Tur, G., & Williamson-Leadley, S. (2022). Social media and data privacy in education: An international comparative study of perceptions among pre-service teachers. Journal of Computers in Education. Advance online publication. https://doi.org/10.1007/s40692-022-00243-x

Tur, G., Castañeda, L., Torres-Kompen, R. & Carpenter, J.P. (2022). A literature review on Self-Regulated Learning and Personal Learning Environments: Features of a close relationship. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2022.2121726

Carpenter, J.P., Kerkhoff, S., & Wang, X. (2022). Teachers using technology for co-teaching and crowdsourcing: The case of Global Read Aloud collaboration. Teaching and Teacher Education, 114,103719.

Trust, T., Carpenter, J. P., & Krutka, D. G. (2022). Professional learning networks. EdTechnica: The Open Encyclopedia of Educational Technology. https://edtechbooks.org/encyclopedia/professional_learning_networks

Richter, E., Carpenter, J.P., Meyer, A., & Richter, D. (2022). Instagram as a platform for teacher collaboration and digital social support. Computers & Education, 190, 104624.

Shelton, C., Curcio, R., Carpenter, J., & Schroeder, S. (2022). Instagramming for justice: The potentials and pitfalls of culturally relevant professional learning on Instagram. TechTrends, 66, 837-854. https://doi.org/10.1007/s11528-022-00758-1

Carpenter, J.P., Krutka, D.G., & Trust, T. (2022). Continuity and change in educators’ professional learning networks. Journal of Educational Change, 23, 85–113.

Shelton, C.C., Koehler, M.J., Greenhalgh, S.P., & Carpenter, J.P. (2022). Lifting the veil on TeachersPayTeachers.com: An investigation of educational marketplace offerings and downloads. Learning, Media & Technology, 47(2), 268-287.

Carpenter, J.P., Tani, T., Morrison, S.A., & Keane, J. (2022). Exploring the landscape of educator professional activity on Twitter: An analysis of 16 education-related Twitter hashtags. Professional Development in Education, 48(5), 784-805.

Carpenter, J.P., Trust, T., Kimmons, R., & Krutka, D.G. (2021). Sharing and self-promoting: An analysis of educator tweeting at the onset of the COVID-19 pandemic. Computers & Education Open, 2, 100038.

Carpenter, J.P., & Staudt Willet, K.B. (2021). The teachers’ lounge and the debate hall: Anonymous self-directed learning in two teaching-related subreddits. Teaching and Teacher Education, 104, 103371

Staudt Willet, K.B., & Carpenter, J.P. (2021). A tale of two subreddits: Change and continuity in teaching-telated online spaces. British Journal of Educational Technology, 52(2), 519-535.

Marin, V.I., Carpenter, J.P., & Tur, G. (2021). Pre-service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 714-733.

Carpenter, J.P., Trust, T., & Green, T. (2020). Transformative instruction or old wine in new skins? Exploring how and why educators use HyperDocs. Computers & Education, 157, 103979.

Carpenter, J.P., Morrison, S.A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149.

Trust, T., Carpenter, J.P., Krutka, D.G., & Kimmons, R. (2020). #RemoteTeaching & #RemoteLearning:
Educator tweeting during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 151-159.

Carpenter, J.P., Tani, T., Morrison, S.A., & Keane, J. (2020). Exploring the landscape of educator professional activity on Twitter: An analysis of 16 education-related Twitter hashtags. Professional Development in Education. doi: 10.1080/19415257.2020.1752287

Carpenter, J.P., & Harvey, S. (2019). “There’s no referee on social media”: Challenges in educator professional social media use. Teaching and Teacher Education, 86.

Carpenter, J.P., Kimmons, R., Short, C.R., Clements, K., Staples, M.E. (2019) Teacher identity and crossing the professional-personal divide on Twitter. Teaching and Teacher Education, 81, 1-12.

Kimmons, R., Carpenter, J. P., Veletsianos, G., & Krutka, D. G. (2018). Mining social media divides: An analysis of K-12 U.S. school uses of Twitter. Learning, Media & Techology, 43(3), 307-325.

Trust, T., Carpenter, J. P., & Krutka, D. G., (2018). Leading by learning: Exploring the professional learning networks of instructional leaders. Educational Media International, 55(2), 137-152.

Carpenter, J. P., & MacFarlane, M. (2018). Educator perceptions of district-mandated Edcamp unconferences. Teaching and Teacher Education, 75, 71-82.

Carpenter, J. P., & Linton, J. N. (2018). Educators’ perspectives on the impact of Edcamp unconference professional learning. Teaching and Teacher Education, 73, 56-69.

Carpenter, J.P., Cook, M.P., Morrison, S.A., & Sams, B.L. (2017). “Why haven’t I tried Twitter until now?”: Using Twitter in teacher education. Learning Landscapes, 11(1), 51-64.

Carpenter, J.P., & Justice, J.E. (2017). Can technology support teaching for global readiness?: The case of the Global Read Aloud. Learning Landscapes, 11(1), 65-85.

Carpenter, J.P., & Justice, J.E. (2017). Evaluating the roles of technology in the Global Read Aloud project. Computers in the Schools. 34(4), 284-303. http://dx.doi.org/10.1080/07380569.2017.1387464

Krutka, D.G., & Carpenter, J.P. (2017). Digital citizenship in the curriculum. Educational Leadership, 73(5), 50-55.

Linton, J.N., Carpenter, J.P., & Weber, S. (2017). Edcamps are for principals, too. Phi Delta Kappan, 99(3), 45-45.

Carpenter, J.P., & Green, T.D. (2017). Mobile instant messaging for professional learning: Educators' perspectives on and uses of Voxer. Teaching and Teacher Education, 68, 53-67.

Trust, T., Carpenter, J.P., & Krutka, D.G. (2017). Moving beyond silos: Professional learning networks in higher education. Internet & Higher Education, 35, 1-11. doi: 10.1016/j.iheduc.2017.06.001

Graziano, K., Herring, M., Carpenter, J., Smaldino, S., Finsness, E. (2017). A TPACK diagnostic tool for teacher education leaders. TechTrends, 61(4), 372-379. doi: 10.1007/s11528-017-0171-7

Tur, G., Marin, V.I., & Carpenter, J.P. (2017). Using Twitter in higher education in Spain and the U.S.A. Comunicar, 51, 19-27. Doi: 10.3916/C51-2017-02.

Hodges, C.B., Carpenter, J. P., & Borthwick A. C., (2017). Commentary:  Response of the American Association of Colleges of Teacher Education to an interview with Joseph South regarding the preparation of educators to evaluate the efficacy of educational technology. Contemporary Issues in Technology and Teacher Education, 17(1).

Krutka, D.G., Carpenter, J.P., & Trust, T. (2017). Enriching professional learning networks: A framework for identification, reflection, and intention. TechTrends, 61(3), 246-252. doi:10.1007/s11528-016-0141-5

Carpenter, J.P., & Green, T. (2017). Connecting and engaging with students through Group Me. TechTrends, 61(1), 89-92. doi:10.1007/s11528-016-0149-x

Krutka, D. G., Carpenter, J.P., & Trust, T. (2016). Elements of engagement: A model of teacher interactions via professional learning networks Journal of Digital Learning in Teacher Education, 32(4), 150-158. DOI:10.1080/21532974.2016.1206492

Krutka, D.G., & Carpenter, J.P. (2016). Mediating democracy: Social media as curriculum. In C. Wright-Maley & T. Davis (Eds.), Teaching for democracy in an age of economic disparity (pp. 227-246). New York, NY: Routledge.

Carpenter, J.P., Tur, G., & Marin, V.I. (2016). What do U.S. and Spanish pre-service teachers think about educational and professional use of Twitter? A comparative study. Teaching and Teacher Education, 60, 131-143. DOI:10.1016/j.tate.2016.08.011

Carpenter, J.P., Trust, T., & Krutka, D.G. (2016). Expanding the faculty workroom with professional learning networks. Journal of Staff Development, 37(4), 24-28.  

Trust, T., Krutka, D.G., & Carpenter, J.P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education,102, 15-34.

Carpenter, J.P. (2016). Teachers at the Wheel: New modes of professional learning put educators in the driver’s seat. Educational Leadership, 73(8), 30-35.

Carpenter, J.P., Linton, J.N. (2016). Edcamp unconferences: Educators’ perspectives on an untraditional professional learning experience. Teaching and Teacher Education, 57, 97-108. DOI:10.1016/j.tate.2016.03.004

Krutka, D.G., & Carpenter, J.P. (2016). Participatory learning through social media: How and why social studies educators use Twitter. Contemporary Issues in Technology and Teacher Education, 16(1).

Krutka, D.G., & Carpenter, J.P. (2016). Why social media should have a place in schools. Kappa Delta Pi Record, 52(1), 6-10.

Carpenter, J.P. (2015). Unconference professional development: Edcamp participant perceptions and motivations for attendance. Professional Development in Education, 42(1), 78-89. DOI:10.1080/19415257.2015.1036303

Carpenter, J.P., & Krutka, D.G. (2015). Social media in teacher education. In M. Neiss & H. Gillow-Wiles (Eds.), Handbook of Research on Teacher Education in the Digital Age (pp. 28-54). Hershey, PA: IGI Global.

Carpenter, J.P. (2015). Preservice Teachers’ Microblogging: Professional Development via Twitter. Contemporary Issues in Technology & Teacher Education, 17(2).

Carpenter, J.P. (2015). Digital backchannels: Giving every student a voice. Educational Leadership, 72(8), 54-58.

Carpenter, J.P., & Krutka, D.G. (2015). Learning in 140 characters: English teachers’ educational uses of Twitter. International Journal of English & Education, 4(2). 207-219.

Carpenter, J.P., & Krutka, D.G., (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707-728 DOI:10.1080/19415257.2014.939294

Carpenter, J.P., & Krutka, D.G.(2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414-434. DOI:10.1080/15391523.2014.925701

Carpenter, J.P. (2014). Twitter's capacity to support collaborative learning. International Journal of Social Media and Interactive Learning Environments, 2(2), 103-118.

Carpenter, J.P., & Krutka, D.G. (2014). The assorted affordances and uses of Twitter: A survey of educators. Proceedings of the American Educational Research Association 2014 Annual Meeting. 

Carpenter, J.P., & Krutka, D.G. (2014). Chat it up: Everything you ever wanted to know about Twitter chats but were afraid to ask. Learning and Leading with Technology, 41(5), 10-15.

Carpenter, J.P., & Pease, J.S. (2013). Preparing students to take responsibility for learning: The role of non-curriculum-based skills. Journal of Curriculum and Instruction, 7(2), 38-55.

Carpenter, J.P., & Pease, J.S. (2012). Sharing responsibility for learning. Phi Delta Kappan, 94(2), 36-41.