Double tap, double trouble: Instagram, teachers, and profit

Q1 Social Sciences

E-Learning Pub Date : 2022-02-24 DOI:10.1177/20427530211064706

Summer Davis, Joanne H. Yi

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引用次数: 5

Abstract

This qualitative study explores the performance of teacher agency amidst national financial and professional deficits in education and sheds light on the growing utilization of Instagram in elementary school contexts. To better understand teachers’ use of this social media platform, we examined the Instagram accounts of 12 highly popular and influential pre-K–6 teachers (i.e., teacher influencers). Data sources comprised over 600 visual and textual posts, which included images, captions, hashtags, and emojis, produced over 3 months in the spring of 2019. Using qualitative coding procedures that were recursive and emphasized the emergent nature of interpretation through a critical literacies framework, we documented the neoliberal teachers’ use of Instagram as a method of participation in a virtual community of practice and as a way to produce, commodify, and possibly profit from posts presented as curricula. Findings suggest that teacher influencers primarily used Instagram as a form of commodification and commerce, as educational content was promoted to users as well as methods of purchase via personal websites, Teachers Pay Teachers and other digital stores. Overall, the teacher influencers’ Instagram use revealed a convergence of complex and multiple discourses involving curriculum, racialized and/or gendered identities, and neoliberal production.

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双击，双重麻烦：Instagram、教师和利润

这项定性研究探讨了在国家财政和专业教育赤字的情况下教师代理的表现，并揭示了Instagram在小学环境中的日益使用。为了更好地了解教师对这个社交媒体平台的使用，我们调查了12位非常受欢迎和有影响力的K-6前教师（即教师影响者）的Instagram账户。数据源包括600多条视觉和文本帖子，其中包括2019年春季3个多月制作的图像、标题、标签和表情符号。我们使用递归的定性编码程序，并通过批判性文学框架强调解释的突发性，记录了新自由主义教师使用Instagram作为参与虚拟实践社区的一种方法，以及作为制作、商品化并可能从作为课程呈现的帖子中获利的一种方式。研究结果表明，教师影响者主要将Instagram作为一种商品化和商业化的形式，因为教育内容以及通过个人网站、教师付费教师和其他数字商店的购买方式都被推广给了用户。总的来说，教师影响者在Instagram上的使用揭示了复杂和多元话语的融合，涉及课程、种族化和/或性别化身份以及新自由主义生产。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.