Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes.
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| Title: | Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes. |
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| Authors: | Carpenter, Jeffrey P.1 (AUTHOR) jcarpenter13@elon.edu, Rimmereide, Hege Emma2 (AUTHOR), Turvey, Keith3 (AUTHOR) |
| Source: | British Journal of Educational Technology. Jul2025, Vol. 56 Issue 4, p1593-1611. 19p. |
| Subject Terms: | *Teacher development, *Professional employee training, *Teacher influence, *Focus groups, *Teachers, *Social media |
| Company/Entity: | X Corp. |
| Abstract: | In recent years, social media platforms have become key elements in many teachers' professional lives. In particular, teacher professional activities on X (formerly Twitter) have received attention from scholars. However, research has rarely explored X/Twitter use with attention to the diverse national contexts in which teachers work. To address this literature gap, this qualitative study collected data via individual and focus group interviews with teachers (N = 29) in three countries: England, Norway and the United States of America. Inductive analysis yielded findings related to purposes for, changes in and benefits and challenges of K‐12 teachers' X/Twitter use. Participants from all three contexts described professional learning activities that included sharing and/or acquiring knowledge and resources, and building professional networks and/or communities via X/Twitter. Multiple participants across contexts also referred to similar challenges such as avoiding negativity from other users. However, differences in X/Twitter use were also noted across teachers from the three national settings, such as only Norwegian participants speaking about using X/Twitter to find collaboration partners for teaching and learning projects. We discuss our findings in relation to literature, theory and practice around teacher professional learning in an era of widespread social media. Practitioner notesWhat is already known about this topic Many K‐12 teachers use X/Twitter and other social media platforms for professional learning purposes.Teachers can use X/Twitter for various purposes and in multiple ways.Contextual factors influence teachers' use of X/Twitter.Social media platform use varies to some extent across cultures and nations.What this paper adds Identification of similarities and differences in X/Twitter use among teachers.International comparative analysis based on individual and focus group interviews of participants from England, Norway and the United States of America.Evidence related to the evolving and dynamic nature of teachers' use of X/Twitter.Implications for practice and/or policy Teachers who use social media may benefit from understanding diverse potential uses of platforms.Policies and guidance regarding K‐12 teacher social media use should accommodate various contextual factors, including national context.Diversity and changes in teacher professional social media use warrant more international comparative research in relation to wider policy contexts in education. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185939051 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Carpenter%2C+Jeffrey+P%2E%22">Carpenter, Jeffrey P.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jcarpenter13@elon.edu</i><br /><searchLink fieldCode="AR" term="%22Rimmereide%2C+Hege+Emma%22">Rimmereide, Hege Emma</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Turvey%2C+Keith%22">Turvey, Keith</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Jul2025, Vol. 56 Issue 4, p1593-1611. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+influence%22">Teacher influence</searchLink><br />*<searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+media%22">Social media</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22X+Corp%2E%22">X Corp.</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In recent years, social media platforms have become key elements in many teachers' professional lives. In particular, teacher professional activities on X (formerly Twitter) have received attention from scholars. However, research has rarely explored X/Twitter use with attention to the diverse national contexts in which teachers work. To address this literature gap, this qualitative study collected data via individual and focus group interviews with teachers (N = 29) in three countries: England, Norway and the United States of America. Inductive analysis yielded findings related to purposes for, changes in and benefits and challenges of K‐12 teachers' X/Twitter use. Participants from all three contexts described professional learning activities that included sharing and/or acquiring knowledge and resources, and building professional networks and/or communities via X/Twitter. Multiple participants across contexts also referred to similar challenges such as avoiding negativity from other users. However, differences in X/Twitter use were also noted across teachers from the three national settings, such as only Norwegian participants speaking about using X/Twitter to find collaboration partners for teaching and learning projects. We discuss our findings in relation to literature, theory and practice around teacher professional learning in an era of widespread social media. Practitioner notesWhat is already known about this topic Many K‐12 teachers use X/Twitter and other social media platforms for professional learning purposes.Teachers can use X/Twitter for various purposes and in multiple ways.Contextual factors influence teachers' use of X/Twitter.Social media platform use varies to some extent across cultures and nations.What this paper adds Identification of similarities and differences in X/Twitter use among teachers.International comparative analysis based on individual and focus group interviews of participants from England, Norway and the United States of America.Evidence related to the evolving and dynamic nature of teachers' use of X/Twitter.Implications for practice and/or policy Teachers who use social media may benefit from understanding diverse potential uses of platforms.Policies and guidance regarding K‐12 teacher social media use should accommodate various contextual factors, including national context.Diversity and changes in teacher professional social media use warrant more international comparative research in relation to wider policy contexts in education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.13538 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1593 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Teacher influence Type: general – SubjectFull: Focus groups Type: general – SubjectFull: Teachers Type: general – SubjectFull: Social media Type: general – SubjectFull: X Corp. Type: general Titles: – TitleFull: Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Carpenter, Jeffrey P. – PersonEntity: Name: NameFull: Rimmereide, Hege Emma – PersonEntity: Name: NameFull: Turvey, Keith IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 56 – Type: issue Value: 4 Titles: – TitleFull: British Journal of Educational Technology Type: main |
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