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TikToking and Instagramming: Followi...

Zozaya Tellez, Juan Luis,

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TikToking and Instagramming: Following High School Teacher Influencers' Roles in Supporting and Informing Teacher Practices /

Record Type:	Electronic resources : Monograph/item
Title/Author:	TikToking and Instagramming: Following High School Teacher Influencers' Roles in Supporting and Informing Teacher Practices // Juan Luis Zozaya Tellez.
Author:	Zozaya Tellez, Juan Luis,
Description:	1 electronic resource (119 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31334388
ISBN:	9798383217399

TikToking and Instagramming: Following High School Teacher Influencers' Roles in Supporting and Informing Teacher Practices /
Zozaya Tellez, Juan Luis,

TikToking and Instagramming: Following High School Teacher Influencers' Roles in Supporting and Informing Teacher Practices /Juan Luis Zozaya Tellez. - 1 electronic resource (119 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

This qualitative study applies the Connectivism learning theory which purports effective learning can occur via modern-day technology. Teacher influencers and their content on TikTok and Instagram, social media platforms, were examined, and the degree to which they can support teacher practices was explored. The purpose of this study was to understand the perceptions that high school teachers have of high school level teacher influencers' role in education and to determine the perception high school level teacher influencers have of themselves in their roles of informing and supporting teacher practices via TikTok and Instagram. Two semi-structured interview protocols were used to understand the experiences of both participant groups of high school teachers and high school level teacher influencers. Purposive sampling was used with teachers completing a recruitment questionnaire and indicating their interest in completing a forty-five minute semi-structured interview. Findings from this study indicated that Connectivism fits the connections and learning that are occurring when high school teachers connect and engage with teacher influencer content on social media platforms like TikTok and Instagram. Teacher influencers are providing access to educational stakeholders into contemporary classrooms, highlighting the innovative educational use of emergent technologies by high school teachers in the United States. High school teachers reported a myriad of positive instructional uses of teacher influencer content. Teacher influencers and their content are also expanding the professional learning communities of high school teachers, reducing professional isolation, and supporting teacher perceptions of self-efficacy. This study begins to amplify the educational potential of emergent technologies like social media platforms to support and inform teacher practices and ultimately improve student outcomes in the 21st century and beyond.

English

ISBN: 9798383217399Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Connectivism

TikToking and Instagramming: Following High School Teacher Influencers' Roles in Supporting and Informing Teacher Practices /
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520 $a This qualitative study applies the Connectivism learning theory which purports effective learning can occur via modern-day technology. Teacher influencers and their content on TikTok and Instagram, social media platforms, were examined, and the degree to which they can support teacher practices was explored. The purpose of this study was to understand the perceptions that high school teachers have of high school level teacher influencers' role in education and to determine the perception high school level teacher influencers have of themselves in their roles of informing and supporting teacher practices via TikTok and Instagram. Two semi-structured interview protocols were used to understand the experiences of both participant groups of high school teachers and high school level teacher influencers. Purposive sampling was used with teachers completing a recruitment questionnaire and indicating their interest in completing a forty-five minute semi-structured interview. Findings from this study indicated that Connectivism fits the connections and learning that are occurring when high school teachers connect and engage with teacher influencer content on social media platforms like TikTok and Instagram. Teacher influencers are providing access to educational stakeholders into contemporary classrooms, highlighting the innovative educational use of emergent technologies by high school teachers in the United States. High school teachers reported a myriad of positive instructional uses of teacher influencer content. Teacher influencers and their content are also expanding the professional learning communities of high school teachers, reducing professional isolation, and supporting teacher perceptions of self-efficacy. This study begins to amplify the educational potential of emergent technologies like social media platforms to support and inform teacher practices and ultimately improve student outcomes in the 21st century and beyond.
546 $a English
590 $a School code: 0208
650 4 $a Educational technology. $3 517670
650 4 $a Education history. $3 3171959
650 4 $a Educational sociology. $3 519608
650 4 $a Web studies. $3 2122754
650 4 $a Higher education administration. $3 2122863
653 $a Connectivism
653 $a High school teachers
653 $a Instructional practices
653 $a Professional development
653 $a Social media platforms
653 $a Teacher influencers
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690 $a 0520
690 $a 0340
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