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Educational Media International Volume 45, 2008 - Issue 4: Learning in Web 2.0 Environments
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Articles

Teacher professional identity development with social networking technologies: learning reform through blogging

April Lynn Luehmann Warner Graduate School of Education and Human Development, University of Rochester, New York, USACorrespondence[email protected]
&
Liz Tinelli Warner Graduate School of Education and Human Development, University of Rochester, New York, USA
Pages 323-333 | Received 27 May 2008, Accepted 30 Sep 2008, Published online: 15 Dec 2008

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Van H. Le, Andrew McConney & Dorit Maor. (2022) Lurkers or posters? How teacher identity influences self-presentation on social networking sites. Learning, Media and Technology 47:4, pages 557-571.
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Chrystalla Mouza, Ratna Nandakumar, Sule Yilmaz Ozden & Rachel Karchmer-Klein. (2017) A Longitudinal Examination of Preservice Teachers’ Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education. Action in Teacher Education 39:2, pages 153-171.
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Victoria A. Goodyear, Ashley Casey & David Kirk. (2014) Tweet me, message me, like me: using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society 19:7, pages 927-943.
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Liping Deng & Allan H.K. Yuen. (2013) Blogs in pre-service teacher education: exploring the participation issue. Technology, Pedagogy and Education 22:3, pages 339-356.
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Linda Fisher & Deoksoon Kim. (2013) Two approaches to the use of blogs in pre-service foreign language teachers' professional development: a comparative study in the context of two universities in the UK and the US. The Language Learning Journal 41:2, pages 142-160.
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GeordyG. Reid & Wanda Boyer. (2013) Social Network Sites and Young Adolescent Identity Development. Childhood Education 89:4, pages 243-253.
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Karen Goodnough. (2011) Examining the long‐term impact of collaborative action research on teacher identity and practice: the perceptions of K–12 teachers. Educational Action Research 19:1, pages 73-86.
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Tríona Hourigan & Liam Murray. (2010) Investigating the emerging generic features of the blog writing task across three discrete learner groups at a higher education institution. Educational Media International 47:2, pages 83-101.
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