An analysis of school districts' social media content patterns related to technology and their school performance.
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| Title: | An analysis of school districts' social media content patterns related to technology and their school performance. |
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| Authors: | Willis, JaMall1 (AUTHOR) jaw005@shsu.edu, Nicksic, Katherine1 (AUTHOR), Zientek, Christina1 (AUTHOR), Song, Donggil2 (AUTHOR) |
| Source: | Educational Media International. Jun2025, Vol. 62 Issue 2, p197-214. 18p. |
| Subjects: | School districts, Performance technology, Evidence gaps, Achievement gains (Education), Technology education |
| Abstract: | The relationship between a school district's performance and the extent of its social media use, specifically, Twitter (now known as "X") has not been studied extensively. Few studies have examined how a school district's performance can reflect the types of content that is shared with its community of stakeholders when seeking social engagement as outlined in Dixon's Social Engagement Theory. Additionally, the content patterns of a school district, related to their active use of technology, have not been investigated. This exploratory study focused on these areas and sought to empirically examine these relationships to contribute to closing this gap in research. Results indicated that school districts that utilized more technology-related terms in their posts had higher student progress accountability ratings when compared to districts that did not utilize technology-related terms in their posts. School districts could use these findings to develop new social media strategies and/or evaluate the effectiveness of their current strategies. However, future qualitative exploration could investigate possible underlying factors and potential barriers school districts face when implementing their social media strategy and how this could possibly play a role in the type of content that is shared on social media. Limitations and recommendations are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Engineering Source |
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| Abstract: | The relationship between a school district's performance and the extent of its social media use, specifically, Twitter (now known as "X") has not been studied extensively. Few studies have examined how a school district's performance can reflect the types of content that is shared with its community of stakeholders when seeking social engagement as outlined in Dixon's Social Engagement Theory. Additionally, the content patterns of a school district, related to their active use of technology, have not been investigated. This exploratory study focused on these areas and sought to empirically examine these relationships to contribute to closing this gap in research. Results indicated that school districts that utilized more technology-related terms in their posts had higher student progress accountability ratings when compared to districts that did not utilize technology-related terms in their posts. School districts could use these findings to develop new social media strategies and/or evaluate the effectiveness of their current strategies. However, future qualitative exploration could investigate possible underlying factors and potential barriers school districts face when implementing their social media strategy and how this could possibly play a role in the type of content that is shared on social media. Limitations and recommendations are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09523987 |
| DOI: | 10.1080/09523987.2025.2490908 |
