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Action in Teacher Education Volume 33, 2011 - Issue 4
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Articles

OMG! Exploring and Learning from Teachers' Personal and Professional Uses of Facebook

Juliet E. Hart Arizona State UniversityCorrespondence[email protected]
&
Trish Steinbrecher University of New Mexico
Pages 320-328 | Published online: 17 Nov 2011

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Read on this site (4)

Paula Marcelo-Martínez & Carlos Marcelo. (2023) Affinity spaces on a Twitter hashtag for teacher learning. Globalisation, Societies and Education 0:0, pages 1-13.
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Arzu Ekoç. (2022) No teacher is an island: technology-assisted personal learning network (PLN) among English language teachers in Turkey. Interactive Learning Environments 30:7, pages 1183-1199.
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Harry Bett & Lazarus Makewa. (2020) Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya. Asia-Pacific Journal of Teacher Education 48:2, pages 132-146.
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Paula Marcelo-Martínez, Carmen Yot-Domínguez & Carlos Marcelo. How and why teachers use social networks for professional learning. Teacher Development 0:0, pages 1-13.
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Articles from other publishers (12)

Jeffrey P. Carpenter, Scott A. Morrison, Catharyn C. Shelton, Nyree Clark, Sonal Patel & Dani Toma-Harrold. (2024) How and why educators use TikTok: Come for the fun, stay for the learning?. Teaching and Teacher Education 142, pages 104530.
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Chelsey Barber & Ioana Literat. (2024) TikTok as a lens into teacher attrition: perspectives from #teacherquittok. English Teaching: Practice & Critique.
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Catherine Hartung, Natalie Ann Hendry, Kath Albury, Sasha Johnston & Rosie Welch. (2022) Teachers of TikTok: Glimpses and gestures in the performance of professional identity. Media International Australia 186:1, pages 81-96.
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Carlos Marcelo & Paula Marcelo-Martínez. (2023) REDES SOCIAIS E DESENVOLVIMENTO PROFISSIONAL DOCENTE: NOVOS ESPAÇOS DE FORMAÇÃO. Cadernos de Pesquisa 53.
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Carlos Marcelo-García, Carmen Yot-Domínguez, Paula Marcelo-Martínez, Paulino Murillo & Cristina Mayor-Ruiz. (2022) No me llames influencer. Nuevos artesanos digitales en educación. Campus Virtuales 11:2, pages 133.
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Carlos Marcelo & Paula Marcelo. (2021) Educational influencers on Twitter. Analysis of hashtags and relationship structure. Comunicar 29:68, pages 73-83.
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Devadas Menon & H.R. Meghana. (2021) Unpacking the uses and gratifications of Facebook: A study among college teachers in India. Computers in Human Behavior Reports 3, pages 100066.
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Jeffrey P. Carpenter, Scott A. Morrison, Madeline Craft & Michalene Lee. (2020) How and why are educators using Instagram?. Teaching and Teacher Education 96, pages 103149.
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Akın Efendioğlu. (2018) Teachers’ use of Facebook and teacher quality: developing a ‘Facebook Effect Scale on Teacher Quality (FESTQ)’ from the perspective of PCK, TPACK, and lifelong learning frameworks. Educational Technology Research and Development 66:6, pages 1359-1385.
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Tsai-Yuan Chung & Yi-Ling Chen. (2018) Exchanging social support on online teacher groups: Relation to teacher self-efficacy. Telematics and Informatics 35:5, pages 1542-1552.
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Yoav Yair. 2018. E-Learning in the Middle East and North Africa (MENA) Region. E-Learning in the Middle East and North Africa (MENA) Region 139 161 .
Nick Kelly & Amy Antonio. (2016) Teacher peer support in social network sites. Teaching and Teacher Education 56, pages 138-149.
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