Truth and Social Media: A K–12 Teacher Perspective on Policy

• In Event: 21.061 - MTCC Roundtable Session Five
  In Roundtable Session: 21.061-6 - Politics, Knowledge, and Classroom Instruction

Abstract

In the ‘post-truth’ era, where information of questionable veracity spreads with velocity on social media, greater attention is needed to how social media is integrated into the professional work of k-12 teachers. This paper applies a policy lens to a systematic review of research from the past decade on teachers and social media. Applying rigorous standards outlined by The PRISMA Group, we identified 24 empirical studies illuminating teacher perspective on social media policy. The literature connecting teachers, social media and policy can be divided into three categories of focus: teacher professional development, curriculum development and school culture. Implications for future research and policy implementation are identified and discussed. We call for social media policies with more consideration of teacher perspective.

Authors

• Emilia Askari, Michigan State University

• Christine M. Greenhow, Michigan State University

• Sarah Galvin, Michigan State University

• Diana Brandon, Charleston Southern University