Date of Award

12-2017

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Susan M. Sibert, Ed.D.

Second Advisor

Laura Strong, D.Ed.

Third Advisor

Daniel R. Wissinger, Ph.D.

Abstract

A number of states and organizations have begun to add cross-content technology elements to their educational standards, providing teachers opportunities to use social media communication (SMC) technology in teaching and learning. Specifically, in the Commonwealth of Pennsylvania, the PA Core Standards, which are adapted from the national Common Core Standards, require students to use technology. The standards explicitly include the use of the Internet, to publish and edit students’ writing in response to feedback as well as gather, analyze, and critique digital text sources. Although empirical evidence suggests K-12 educators have positive perceptions of the use of SMC as a pedagogical tool, there is evidence to suggest actual use in educational settings is limited. This study provides empirical evidence of how teachers use SMC in teaching and learning.

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