Spencer P. Greenhalgh

TL;DR: In this paper, the authors examined one instance of timely professional development on Twitter, in which 3,598 users used an educational hashtag (#educattentats) to create a temporary affinity space supporting French teachers preparing to discuss recent terrorist attacks with their students.

TL;DR: Affinity spaces are digital or physical spaces in which participants interact with one another around content of shared interest and through a common portal (or platform). Among teachers, some of t...

TL;DR: It is suggested that different affinity spaces—and different literacy practices—may exist within the same hashtag to support different objectives, and teachers, teacher educators, and researchers should therefore be careful to make these distinctions when considering Twitter as a learning technology for teachers.

TL;DR: This article defines various kinds of spam that have been identified in research on educators’ uses of Twitter, and suggests practical, holistic metrics that can be employed to help identify spam.

TL;DR: In this article, the authors propose a framework for analyzing the types of technological knowledge teachers represent in digital teaching portfolios, and demonstrate how the tpacK framework can guide a content analysis of digital teaching portfolio by examing 589 online portfolios created by educators as the culminating assessment in their master's studies.