A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic

Stephen J. Aguilar, Joshua M. Rosenberg, Spencer P. Greenhalgh, Tim Fütterer, Alex Lishinski, Christian Fischer

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Teachers participate in professional learning activities to enhance their pedagogical knowledge and share best practices—and the increasing role of technologies in education, including social media, is shifting how this professional learning occurs. The COVID-19 pandemic provided an opportunity to consider the role of social media for professional learning. Using intensive longitudinal methods, we repeatedly surveyed 14 teachers’ use of social media both before and during the pandemic (N = 386 total responses). We found patterns in social media platforms uptake and their purposes, but teachers’ use of social media was largely idiosyncratic. Also, teachers demonstrated notable shifts in social media use after the pandemic started; multilevel models indicated that teachers were more likely to use social media to connect and share, especially, as well as learn and follow, compared with before the pandemic. Higher levels of COVID-19-related family stress were also associated with more use of social media to find materials.

Original languageEnglish
JournalAERA Open
Volume7
DOIs
StatePublished - Dec 2021

Bibliographical note

Publisher Copyright:
© The Author(s) 2021.

Keywords

  • COVID-19
  • online spaces
  • professional learning networks
  • social media
  • stress
  • teacher learning

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)
  • Developmental and Educational Psychology

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