The assistant professor of education and director of the Teaching Fellows program co-authored the article in the journal Contemporary Issues in Technology and Teacher Education.
Jeffrey Carpenter, assistant professor of education and director of the Teaching Fellows, published an article in the peer-reviewed journal Contemporary Issues in Technology and Teacher Education along with co-author Daniel G. Krutka of Texas Woman’s University. It is the seventh publication Carpenter has penned with Krutka.
The article, “Participatory Learning Through Social Media: How and Why Social Studies Educators Use Twitter”, appears in Volume 16, Issue 1 of the journal, released in March, and presents the results of survey research on social studies educators’ professional uses of Twitter.
The abstract reads as follows:
“The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To determine how and why social studies educators use Twitter, 303 K-16 self-identified social studies educators were surveyed in this study. Results from respondents suggested that they valued the professional development experiences afforded by the platform, but were less likely to utilize Twitter for communication or class activities. Themes and examples that point to ways social studies educators use Twitter are described to provide insights for educators aiming to use social media professionally. Questions are also raised concerning whether social studies educators have missed opportunities to use social media to connect across racial and cultural boundaries and for civic purposes.”
The article can be found here.