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Inequalities of Professional Learning on Social Media Platforms

Paper i proceeding
Författare Annika Bergviken Rensfeldt
Thomas Hillman
Publicerad i Proceedings of the Weizenbaum Conference, "Challenges of Digital Inequality - Digital Education, Digital Work, Digital Life", Berlin, Germany, 2019
Publiceringsår 2019
Publicerad vid Institutionen för pedagogik, kommunikation och lärande
Språk en
Länkar https://www.ssoar.info/ssoar/handle...
Ämnesord social media; facebook; electronic learning; participation; media; utilization; educational inequality; teacher; Sweden
Ämneskategorier Arbetslivsstudier, Pedagogiskt arbete, Pedagogik

Sammanfattning

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 ex-istential opportunities for professional development. We draw on examination of three-years of APIdata 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, profes-sionals and intellectuals. They reveal problematic temporal aspects such as work intensification, and limited professional exchange, partly conditioned by the platform functionality.

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