Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/33302
Title: The challenge to professionals of using social media: teachers in England negotiating personal-professional identities
Authors: Fox, Alison R. C.
Bird, Terese M.
First Published: 10-Oct-2015
Publisher: Springer Verlag for International Federation for Information Processing, Technical Committee on Education
Citation: Education and Information Technologies, 2015, pp 1 - 29
Abstract: Social media are a group of technologies such as Twitter, Facebook and LinkedIn which offer people chances to interact with one another in new ways. Teachers, like other members of society, do not all use social media. Some avoid, some experiment with and others embrace social media enthusiastically. As a means of communication available to everyone in modern society, social media is challenging teachers, as other professionals in society, to decide whether to engage with these tools and, if so, on what basis – as an individual (personally), or as a teacher (professionally). Although teachers are guided by schools and codes of practice, teachers as individuals are left to decide whether and how to explore social media for either their own or their students’ learning. This paper analyses evidence from interviews with 12 teachers from England about their use of social media as to the challenges they experience in relation to using the media as professional teachers and/or personally. Teachers are in society’s spotlight in terms of examples of inappropriate use of social media but also under peer pressure to connect. This paper shows their agency in responding. The paper focuses on how they deal with tensions between their personal and professional use of social media. These tensions are not always perceived as negative and some teachers’ accounts revealed a unity in their identities when using social media. The paper reflects on the implications of such teachers’ identities in relation to the future of social media use in education.
DOI Link: 10.1007/s10639-015-9442-0
ISSN: 1360-2357
eISSN: 1573-7608
Links: http://link.springer.com/article/10.1007/s10639-015-9442-0
http://hdl.handle.net/2381/33302
Embargo on file until: 10-Oct-2016
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2015 Springer Verlag. Deposited with reference to the publisher’s archiving policy available on the SHERPA/RoMEO website.
Description: The file associated with this record has an embargo for 12 months from publication.
Appears in Collections:Published Articles, School of Education

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