Papers by Daniel G Krutka
Social Education , 2020
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Contemporary Issues in Technology and Teacher Education, 2020
Teacher educators have increasingly integrated social media into their education courses with ai... more Teacher educators have increasingly integrated social media into their education courses with aims including improving instruction and preparing students for a connected world. In this study, the authors sought to better understand the possibilities and challenges of scaffolding 60 pre- and in-service teachers across two universities into professional learning networks (PLNs) through a social media assignment. Participants analyzed educator practices, participated in, and envisioned future uses of teacher Twitter. Consistent with previous studies, education students were positive about the relational and relevant aspects of Twitter use. However, students’ participation did not mimic the participatory cultures of affinity spaces often reported by connected educators in the literature. Instead, participants tweeted around deadlines and quit using their accounts for professional education purposes once the class ended. In contrast to recent literature, this article argues that social media integration for education students should focus on relational and relevant engagements and content, as opposed to attempting to build social media augmented PLNs for unknown futures.
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Teachers College Record, 2019
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Social Education, 2019
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Journal of Research on Technology in Education, 2019
Educators utilize videoconferencing services for a variety of purposes in their classrooms, inclu... more Educators utilize videoconferencing services for a variety of purposes in their classrooms, including offering a means to connect and learn with people of different cultures, geographies, and experiences. However, there has been little research into how educators use videoconferencing in their classrooms. Drawing on technological pedagogical content knowledge (TPACK) and intercultural pedagogies, we report and analyze findings from a survey of 117 videoconferencing educators. These educators reported possibilities and challenges for using videoconferencing, particularly for intercultural experiences. We offer a framework for videoconferencing in education drawn from the wisdom of videoconferencing educators and
consider implications future teaching and research.
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Teachers College Record, 2019
Background/Context: Educators are increasingly using social media in different ways, but they oft... more Background/Context: Educators are increasingly using social media in different ways, but they often do so without considering the ways in which social media corporations profit from their uses or the hidden mechanisms social media platforms use to steer connectivity among users. Moreover, very few studies have hitherto addressed critical challenges that social media services pose to users in general and to teachers/learners specifically. Purpose/Objective: In this exploratory paper, we seek to identify a number of key issues concerning corporate social media design and implementation, and the technoethical concerns to which educators should attend. Research setting: This project emerged from collaborations at the 2018 #Cloud2Class conference at Michigan State University. Our team of researchers agreed to examine scholarly and popular literature to better understand the ways in which social media corporations influence online experiences and how educators might address such issues in their settings. Research Design, Data: We offer an overview and framing of the topic of the relationship between social media corporations and educational institutions. We adopt a critical perspective grounded in social and media studies to provide a theoretical prospect on social media platforms design and implementation. Collection, and Analysis: We collaboratively and independently worked to frame and identify key issues related to social media corporations and educational institutions, and we identified possible measures educators might use to address these issues. Findings: We identified four primary areas of concern: user agreements and data; harassment, cyberbullying, etc.; algorithms of oppression, distraction, echo, and extremism; and, design for distraction, easy user choice, or access for non-users. We explain and frame each issue and then offer possible ways educators might respond. Conclusions/Recommendations: We argue that educators, educational institutions, and scholars should address corporate aspects of social media design as they teach with and about these platforms. We provide advice and tips to counterbalance the issues identified that educators and students can use in their teaching and learning practices.
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Theory & Research in Social Education, 2018
In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discuss... more In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their
teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage in social justice work and the choices we make in our research methodology.
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Journal of Media Literacy Education, 2018
In this essay, the authors offer a context for discussions about fake news, democracy, and consid... more In this essay, the authors offer a context for discussions about fake news, democracy, and considerations for media literacy education. Drawing on media ecology and critical media studies, they highlight the longer history of fake news and how this concept cannot be separated from the media technologies in which cultures grow. They discuss current iterations of this phenomenon alongside the effects of social media and offer a preview of the contents of this special issue on media literacy, democracy, and the challenge of fake news.
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Social Education, 2018
The 2016 presidential election was the first since the passage of the 1965 Voting Rights Act in w... more The 2016 presidential election was the first since the passage of the 1965 Voting Rights Act in which full voting protections were not in place for historically marginalized voters. This shift was largely due to a 5–4 decision in Shelby v. Holder (2013) in which the Supreme Court ruled that states with a history of voter discrimination no longer needed federal approval to change voting laws. One of the most consequential results of that ruling has been the passage by state legislatures of voter identification (i.e., voter ID) laws that require citizens to present specific types of identification to cast a ballot on Election Day.
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Learning, Media, and Technology , 2018
This study utilizes public data mining to explore participation divides of all
available K-12 ins... more This study utilizes public data mining to explore participation divides of all
available K-12 institutional Twitter accounts in the U.S. (n = 8275 accounts,
n = 9,216,853 tweets). Results indicated that U.S. schools used Twitter to
broadcast information on a variety of topics in a unidirectional manner
and that hashtags included a variety of intended purposes, including
affinity spaces, education topics, emotive language, and events. Those
schools in wealthier, more populated areas were more likely to use
Twitter, with wealthy, suburban schools being the most likely to use it
and poor, rural schools being the least likely. Furthermore, factors such
as charter school status and urbanity influenced the content of school
tweets on key issues, with schools in more populated areas tweeting
more about coding and college than schools in less populated areas and
charter schools tweeting more about college and the politicized
educational issue of common core than non-charters. These results
reveal participation differences between schools based upon
demographics and provides a basis for conducting future large-scale
work on publicly available artifacts, such as school tweets, that may be
meaningfully used as education research data.
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Educational Media International, 2018
Leaders in education are often the sole person in their particular
role in a school, and have thu... more Leaders in education are often the sole person in their particular
role in a school, and have thus frequently struggled with professional
isolation. In recent years, social media tools such as
Facebook and Twitter have created new opportunities for educators,
including instructional leaders, to expand their professional
learning networks (PLN) to include awider array of people,
spaces, and tools. This manuscript presents the findings of a
qualitative study of 400 instructional leaders’ perceptions of
their PLNs. Instructional leaders in our sample included principals,
superintendents, librarians, and technology or curriculum
specialists, coaches, and facilitators. Data were collected from a
convenience sample via an anonymous online survey.
Respondents described diverse, multifaceted networks composed
of people, spaces, and tools. They reported that their
PLNs supported their growth as learners, educators, and leaders.
Participants asserted that their PLN activities positively impacted
their learning and practice in a number of different ways. PLN
impacts were described in terms of particular knowledge and
skills, but also in relation to dispositions and community. We
discuss our findings in relation to the extant literature. These
findings have implications for defining the present and future of
instructional leaders’ professional learning.
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Contemporary Issues is Technology and Teacher Education, 2018
Teacher activism is increasingly occurring in online spaces, but the implications for educators a... more Teacher activism is increasingly occurring in online spaces, but the implications for educators are unclear. The authors use the recent Oklahoma Teachers Walkout and the active #OklaEd network to offer an illustrative example of the power and fragility of socially networked teacher movements. They offer eight lessons educators may take from the #OklaEd network and the walkout. Mainstream media coverage of the activism of Oklahoma teachers burst on to the scene in April 2018, but that activism has been simmering on social media for years. The rise of social media was initially hailed as a democratizing force that offered a microphone to the masses, but the reality has been more complex. Indeed, Twitter and Facebook offer an outlet to bring marginalized concerns to light and amplify such messages (see #BlackLivesMatter, #MeToo, and #NoDAPL). These same spaces can also be filled with divisiveness, troll armies, and misunderstandings. Teachers' online activities around common affinities seems to offer some lessons for how educators might understand activism in our social media era. Teachers have embraced social media platforms to communicate and learn with colleagues, engage in activism, or even engage in learning activities with students. Almost every U.S. state has an active educational Twitter hashtag that teachers use to communicate, collaborate, and commiserate. Whether it is because of the dire and deteriorating conditions in Oklahoma schools or due merely to a core of energetic educators, #OklaEd stands out among Twitter hashtags, and this was apparent during the recent teacher walkout.
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Internet and Higher Education, 2017
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Journal of Staff Development, 2016
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With social media access nearly ubiquitous, teachers and students must explore how to mitigate di... more With social media access nearly ubiquitous, teachers and students must explore how to mitigate distractions and unhealthy uses. In this mixed methods study, the authors invited 60 pre-service teachers across two universities to cultivate mindfulness around social media beliefs, habits, and behaviors by completing a social media survey, diary, and fast. Participants identified reasons for regular social media use, including unconscious impulses, and made new realizations about what is gained and lost in social media engagements. Participants were optimistic about teaching similar lessons. The authors recommend pedagogical guidelines for social media mindfulness that allow for complexity, variance, and idiosyncrasy
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Educators can support strong visions of citizenship by
teaching with and about social media.
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While social media use has become nearly ubiquitous, there have been few efforts to study how tea... more While social media use has become nearly ubiquitous, there have been few efforts to study how teacher educators prepare their students to responsibly use and teach about social media. This study analyzes 71 students’ survey data, reflections, and class activities from education courses across three universities to better understand the successes and shortcomings of social media experiences. Shortcomings included defects in course organization and facilitation, mismatches between instructors and students’ expectations or preferred uses, and pre-service teachers’ generally narrow visions of how social media might be leveraged educationally in their future classrooms. Successes of social media uses included positive effects on relationships, benefits from affordances of social media, and intriguing visions for future social media use by several students. We conclude by drawing on John Dewey’s theory of experience to propose a model by which educators might glean insights into ways to foster educative social media experiences.
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Media is changing quickly and teachers must help students analyze, synthesize, and interrogate an... more Media is changing quickly and teachers must help students analyze, synthesize, and interrogate an array of "texts" from various sources including old and new media. In this article the author proposes a framework for learning about current events and media through a four part process: democratic decision-making, media appraisal, summarizing and synthesizing a range of media stories, and remixing media coverage into a new story. Particular emphasis is paid to the democratic media literacy skills of transmedia judgment and remixing.
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Society for Information Technology & Teacher Education International Conference Proceedings
In this paper, the author reviews the history of the #sschat network, an informal and organic pro... more In this paper, the author reviews the history of the #sschat network, an informal and organic professional development community that emerged on Twitter in 2010 and has grown beyond solely that medium and shifted ever since. The author has served as a co-leader of #sschat since 2012 and therefore tells the #sschat story from an emic perspective. The paper details the rise and evolution of #sschat, responsibilities of co-leaders, efforts of collective resource sharing, organization of face-to-face events, and online network infrastructure. In sharing this history, the author hopes educators and researchers might consider the possibilities and challenges of understanding informal subject-area communities online. He concludes with implications for the field.
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Many educators in the 21st century utilize social media platforms to enrich professional learning... more Many educators in the 21st century utilize social media platforms to enrich professional learning networks (PLNs). PLNs are uniquely personalized networks that can support participatory and continuous learning. Social media services can mediate professional engagements with a wide variety of people, spaces and tools that might not otherwise be available. Teachers who once might have had access to only a handful of colleagues can now employ Facebook, Twitter and other mediums to learn from peers across the globe at any time. However, educators face numerous challenges building and enhancing their PLNs for professional growth. To support educators in the development of their PLNs, we present a framework for PLN enrichment. Rooted in our research and experiences with PLNs, this flexible framework is designed to help educators reflect upon how they might continuously improve their PLN experiences and outcomes.
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Papers by Daniel G Krutka
consider implications future teaching and research.
teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage in social justice work and the choices we make in our research methodology.
available K-12 institutional Twitter accounts in the U.S. (n = 8275 accounts,
n = 9,216,853 tweets). Results indicated that U.S. schools used Twitter to
broadcast information on a variety of topics in a unidirectional manner
and that hashtags included a variety of intended purposes, including
affinity spaces, education topics, emotive language, and events. Those
schools in wealthier, more populated areas were more likely to use
Twitter, with wealthy, suburban schools being the most likely to use it
and poor, rural schools being the least likely. Furthermore, factors such
as charter school status and urbanity influenced the content of school
tweets on key issues, with schools in more populated areas tweeting
more about coding and college than schools in less populated areas and
charter schools tweeting more about college and the politicized
educational issue of common core than non-charters. These results
reveal participation differences between schools based upon
demographics and provides a basis for conducting future large-scale
work on publicly available artifacts, such as school tweets, that may be
meaningfully used as education research data.
role in a school, and have thus frequently struggled with professional
isolation. In recent years, social media tools such as
Facebook and Twitter have created new opportunities for educators,
including instructional leaders, to expand their professional
learning networks (PLN) to include awider array of people,
spaces, and tools. This manuscript presents the findings of a
qualitative study of 400 instructional leaders’ perceptions of
their PLNs. Instructional leaders in our sample included principals,
superintendents, librarians, and technology or curriculum
specialists, coaches, and facilitators. Data were collected from a
convenience sample via an anonymous online survey.
Respondents described diverse, multifaceted networks composed
of people, spaces, and tools. They reported that their
PLNs supported their growth as learners, educators, and leaders.
Participants asserted that their PLN activities positively impacted
their learning and practice in a number of different ways. PLN
impacts were described in terms of particular knowledge and
skills, but also in relation to dispositions and community. We
discuss our findings in relation to the extant literature. These
findings have implications for defining the present and future of
instructional leaders’ professional learning.
consider implications future teaching and research.
teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage in social justice work and the choices we make in our research methodology.
available K-12 institutional Twitter accounts in the U.S. (n = 8275 accounts,
n = 9,216,853 tweets). Results indicated that U.S. schools used Twitter to
broadcast information on a variety of topics in a unidirectional manner
and that hashtags included a variety of intended purposes, including
affinity spaces, education topics, emotive language, and events. Those
schools in wealthier, more populated areas were more likely to use
Twitter, with wealthy, suburban schools being the most likely to use it
and poor, rural schools being the least likely. Furthermore, factors such
as charter school status and urbanity influenced the content of school
tweets on key issues, with schools in more populated areas tweeting
more about coding and college than schools in less populated areas and
charter schools tweeting more about college and the politicized
educational issue of common core than non-charters. These results
reveal participation differences between schools based upon
demographics and provides a basis for conducting future large-scale
work on publicly available artifacts, such as school tweets, that may be
meaningfully used as education research data.
role in a school, and have thus frequently struggled with professional
isolation. In recent years, social media tools such as
Facebook and Twitter have created new opportunities for educators,
including instructional leaders, to expand their professional
learning networks (PLN) to include awider array of people,
spaces, and tools. This manuscript presents the findings of a
qualitative study of 400 instructional leaders’ perceptions of
their PLNs. Instructional leaders in our sample included principals,
superintendents, librarians, and technology or curriculum
specialists, coaches, and facilitators. Data were collected from a
convenience sample via an anonymous online survey.
Respondents described diverse, multifaceted networks composed
of people, spaces, and tools. They reported that their
PLNs supported their growth as learners, educators, and leaders.
Participants asserted that their PLN activities positively impacted
their learning and practice in a number of different ways. PLN
impacts were described in terms of particular knowledge and
skills, but also in relation to dispositions and community. We
discuss our findings in relation to the extant literature. These
findings have implications for defining the present and future of
instructional leaders’ professional learning.