Studying teachers in social network sites: a review of methods

Abstract

AbstractSocial network sites are being widely used by teachers, and this phenomenon has been studied extensively. Yet the knowledge base supporting policy and practitioner decisions around the implementation and facilitation of these sites remains underdeveloped. This paper suggests that one reason for this lies in a mismatch between the methods that are being used in studies of teachers in social network sites and the claims that are being made. It looks towards stronger claims within this domain of research by presenting an integrative review of empirical studies (N = 96) which investigate teachers in social network sites, with a focus upon the methods that they employ. An integrative review is conducted to find studies that look at early childhood, primary, and secondary teachers’ use of Facebook, Twitter, and other social network sites. The paper analyses the sample sizes, data sources, and forms of analysis that are used in these studies and discusses their suitability to the claims that are being made. It characterises the methods used in the included studies and makes five methodological recommendations regarding: (1) data about groups to be included when reporting studies and consistency of terminology; (2) frameworks for analysis; (3) re‐use of research instruments and coding schemes; (4) approaches to sampling to avoid self‐selection and bias; and (5) framing of claims to be more precise in nature. It suggests steps that might be taken to move towards stronger claims within this domain through convergent validity. Context and implications Rationale for this study Social network sites (SNSs) are being widely used by teachers, yet the knowledge base supporting decisions around SNS implementation and facilitation for teachers is underdeveloped. Why the new findings matter This integrative review of 96 empirical studies of teachers in SNSs, and the analysis provided, helps researchers to understand the methods needed for developing this knowledge base. Implications for researchers, practitioners The study is relevant for researchers studying online networks of early childhood, primary, or secondary teachers. It makes five methodological recommendations pertaining to: (1) data about groups being included when reporting studies and consistency of terminology; (2) potential frameworks for analysis; (3) the need for re‐use of research instruments and coding schemes; (4) appropriate approaches to sampling, such as avoiding self‐selection; and (5) framing of claims to be more fine‐grained in nature. It suggests steps that might be taken to move towards stronger claims within this domain of teachers in SNSs through convergent validity.