Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Vaccine Against Fake NewsAI Impact on Design Education: Confronting the Elephant in t...Analog Teachers in the Digital Realm: Three Artist-Educators...Anti-Anti: Teaching How Not To BuildAt the Vanguard: Building Design Education for the 21st Cent...Capacity-Building Pathways for Sustainability Competencies i...Changing Design Pedagogies with Emerging Trends Of Peri & Po...Changing the Ways of Teaching Architecture to Prevent Placel...Cinematography and Film StudiesCommand and Control in Challenge-Based Learning – why a da...Complexity Commonalities: Framing Future Developments in Edu...Correlation of Online Applications to the Effectiveness of F...Creating an 'intersectional third space' for contemporary ar...Designing Complex Systems Curricula for High School Science ...Developing Future-Scaffolding Skills through Complex Systems...Don’t Belabour!: Performing Bodies in the Design StudioEthics, Daylight, and Architectural Education: Managing Comp...Exploring the Complex, Emergent Choreography of Classroom Te...Futures teaching and interdisciplinary praxisHand(s)Off: Curricular Coordination and Instructor Collabora...How Architectural Education can Respond to an Learn Lessons ...Implementing Transdisciplinary Collaboration to Enhance Stud...Industry-University Partnerships As A Pathway To Internation...Interdisciplinary Peer-to-Peer Learning in Design and Policy...Interprofessional initiatives: At home in more than one disc...Japanese University Students Developing Global-mindedness th...Keynote PanelMaking Connections: The Layers of Loneliness COIL ProjectMixed Reality Environments: An Emerging Tool in Interior Des...Positive Sum Design: Design methods and strategiesPreparing Students for Complexity and Uncertainty: An Eviden...Rethinking Online Communities of Inquiry with Complexity The...Simulation as a Pedagogical Method in Teacher Education - a ...Strategic Issues in Business: Teaching Social Responsibility...Studio Problématique: A quest for alternative possibilities...Teaching Racism, Or How to Teach a Moving TargetTechnology, Education and Mastery; 10000 hours against the b...The Create-athon – using experiential learning to build a ...The Integration of Sustainability within Built Environment H...The Rise of AI Chat-bots: Suggestions for Integration in Hig...The Welcomed Problem: Centering the Ends to Develop the Mean...Use of Twitter as a Dispositional Tol for Teachers During th...Utilizing the Readymade as an Instrument to Develop an Under...Voices from The Field: Student Teachers’ Perspective on th...Welcome and IntroductionWhat is Online Learning in the Context of the 4th Industrial...Where do we Design? – Introducing a new studio hybridity
Schedule

IN-PERSON: Applying Education

Teaching and Learning Conference
Use of Twitter as a Dispositional Tol for Teachers During the Shift to Emergency Remote Learning
B. Ray
11:15 am - 12:45 pm

Abstract

Exploratory research examined teachers’ use of social media as a dispositional tool during the early, transitional weeks of the COVID-19 pandemic (March 11, 2020 to April 15, 2020 timeframe). A blend of phenomenology, content analysis, and historical inquiry was used to identify and examine a set of Twitter hashtags associated with emergency online teaching. These hashtags served as the case for the study. Results of previous research (Ray & Ntuli, 2022) resulted in the grouping of tweets based on whether they belonged to the knowledge, skill, or dispositional domain. This presentation will examine the largest theme identified, the dispositional domain, along with its sub-themes. The theme and its sub-themes will be visualized allowing for both explanation and exploration of the data. Anonymous examples of tweets demonstrating alignment with the dispositional theme and its sub-themes will be shared as well. Discussion and conclusions will be of interest to teachers, administrators, and other educational stakeholders interested in teacher dispositions and pandemic impacts on those dispositions. The presentation also will be useful for instructional technologists, policy makers, and others interested in learning more about these issues, including whether and to what extent teachers’ dispositional use of Twitter reflected the evolving situation in schools during the early pandemic era.

Biography

Beverly B. Ray, Ph.D. previously taught secondary level social studies in the United States and has provided technology professional development to teachers in the United States and around the world since 1997. Her areas of research include Current and emerging technologies, including reflective use of social media, integration of STEM and coding into K-12 instruction; social studies and technology integration; and game-based learning and instruction.