Department of Teaching, Learning, and Teacher Education
Document Type
Article
Date of this Version
2018
Citation
Journal of Research on Technology in Education 50:3 (2018), pp. 241–252.
doi: 10.1080/1539 1523.2018.1458260
Abstract
Gender differences in participation were examined across four Twitter chats for social studies teachers. Analyses drawing on mixed methods revealed that while there was parity across most kinds of tweets, participants identified as men were more likely to use the examined Twitter chats to share resources, give advice, boast, promote their own blog/resource/website, and offer critique to another participants’ tweet. Participants identified as women were more likely to write tweets that included positive affirmations for other chat participants. These findings suggest that there are differences in the way that women and men tend to participate in teacher Twitter chat spaces.
Included in
Curriculum and Instruction Commons, Social Media Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2018 International Society for Technology in Education (ISTE). Published by Routledge/Taylor and Francis. Used by permission.