Social Media, Who Cares? A Dialogue Between a Millennial and a Curmudgeon

Item

Title

Social Media, Who Cares? A Dialogue Between a Millennial and a Curmudgeon

Abstract/Description

This is a dialogue between a curmudgeon and a millennial regarding the import of social media for education and for educational research. The dialogue emerged out of conversations the authors have had with policy makers, researchers, and practitioners over the last three years regarding the impact of social media on education (see teachersinsocialmedia.org). It was presented in the context of Kenneth Frank's research group meeting January 4, 2018. The topics covered include a broad understanding about what social media are and how they relate to teaching and curriculum; understanding about social media as a data artifact; a discussion about how social media platforms shape the interactions of participants; the quality of resources available on social media; why teachers engage in using social media; the lack of research on social media; and how social media may give teachers more power relative to the status quo. We invite you to follow along as these topics emerge in the authentic flow of a conversation. There are opportunities for reader participation on Twitter.

Author/creator

Frank, Kenneth A.

Torphy, Kaitlin T.

Date

2019

In publication

Teachers College Record

Volume

121

Issue

14

Pages

1-24

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Reflection/Retrospective

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0161-4681

DOI

10.1177/016146811912101411

URL

Official Publisher's Webpage (SAGE Journals)

Full-text PDF Shared by Author (Academia.edu)

Is part of

Teachers College Record Year-End Issue on Social Media in Education [Special Issue]

Citation

Frank, K. A., & Torphy, K. T. (2019). Social Media, Who Cares? A Dialogue Between a Millennial and a Curmudgeon. Teachers College Record, 121(14), 1–24. https://doi.org/10.1177/016146811912101411

Item sets

Handbook Chapter 19 Citations

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