Inequalities of Professional Learning on Social Media Platforms

Abstract: Professional learning on social media is generally framed as unproblematic, but the transition to these platforms marks a change as professionals’ work is conditioned by their logic and economy. In this paper, our focus is how problematic inequalities of teachers’ professional learning around access, participation and resources are produced as their professional exchanges is formed by social media participation. Three aspects of inequality have been examined. First, the performance of teachers’ (un)equal professional opportunities; second, (un)equal access to resources; and third, (un)equal existential opportunities for professional development. We draw on examination of three-years of API data from a large teacher Facebook-group asking, who can participate (gender, location), what voices are heard (status, language), and how does the social media platform condition professional exchange and participation? Our results consider the opportunities and costs for teachers as individuals

Objekt anzeigen

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource, 9 S.
• Sprache: Englisch
• Anmerkungen: Erstveröffentlichung ; begutachtet (peer reviewed) ; In: Proceedings of the Weizenbaum Conference 2019 "Challenges of Digital Inequality - Digital Education, Digital Work, Digital Life". 2019. S. 9

Klassifikation und Themen

• Klassifikation: Erziehung, Schul- und Bildungswesen

Beteiligte, Orts- und Zeitangaben

• Ereignis: Veröffentlichung
• (wo): Berlin
• (wann): 2019
• Urheber: Bergviken Rensfeldt, Annika ; Hillman, Thomas

Weitere Informationen

• DOI: 10.34669/wi.cp/2.24
• URN: urn:nbn:de:101:1-2019071015160076548025
• Rechteinformation: Open Access; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.