Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes

Abstract

In recent years, social media platforms have become key elements in many teachers' professional lives. In particular, teacher professional activities on X (formerly Twitter) have received attention from scholars. However, research has rarely explored X/Twitter use with attention to the diverse national contexts in which teachers work. To address this literature gap, this qualitative study collected data via individual and focus group interviews with teachers (N = 29) in three countries: England, Norway and the United States of America. Inductive analysis yielded findings related to purposes for, changes in and benefits and challenges of K-12 teachers' X/Twitter use. Participants from all three contexts described professional learning activities that included sharing and/or acquiring knowledge and resources, and building professional networks and/or communities via X/Twitter. Multiple participants across contexts also referred to similar challenges such as avoiding negativity from other users. However, differences in X/Twitter use were also noted across teachers from the three national settings, such as only Norwegian participants speaking about using X/Twitter to find collaboration partners for teaching and learning projects. We discuss our findings in relation to literature, theory and practice around teacher professional learning in an era of widespread social media.

Practitioner notes

What is already known about this topic

• Many K-12 teachers use X/Twitter and other social media platforms for professional learning purposes.
• Teachers can use X/Twitter for various purposes and in multiple ways.
• Contextual factors influence teachers' use of X/Twitter.
• Social media platform use varies to some extent across cultures and nations.

What this paper adds

• Identification of similarities and differences in X/Twitter use among teachers.
• International comparative analysis based on individual and focus group interviews of participants from England, Norway and the United States of America.
• Evidence related to the evolving and dynamic nature of teachers' use of X/Twitter.

Implications for practice and/or policy

• Teachers who use social media may benefit from understanding diverse potential uses of platforms.
• Policies and guidance regarding K-12 teacher social media use should accommodate various contextual factors, including national context.
• Diversity and changes in teacher professional social media use warrant more international comparative research in relation to wider policy contexts in education.