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Affordance de Twitter pour les usages socio-professionnels par les enseignants

Abstract : Although social media networks were not originally created for educational purposes, they are of interest to the world of education. The environments provided by social media such as Facebook and Twitter are becoming important in the daily life of teachers. Given this reality, it seems important to look at the specific characteristics of those tools in order to better understand them and explore their potential in the professional use of teachers. In this sense, this study examines how the affordances of Twitter are used by teachers for professional purposes and how they know the different features of Twitter. The concept of affordance provides a way to study and understand the relationships between Twitter and their users. We based our study on both qualitative and quantitative analyses. Our research sample consisted of elementary, middle school, high school, and college teachers who used Twitter for professional purposes. Twitter is a social media tool that allows building a socio-professional network between people who practice in the same professional group. Teachers take advantage of the possibilities of exchange, information sharing, mutual support and collaboration. Besides, this study is a continuation of our previous work on the affordance of social networks. In our previous studies (ASI-9 and ASI-10), we have discussed the impact of social network affordances in teaching.
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https://hal.inria.fr/hal-03424408
Contributor : Jean-Claude Regnier Connect in order to contact the contributor
Submitted on : Wednesday, November 10, 2021 - 2:52:43 PM
Last modification on : Wednesday, March 30, 2022 - 3:30:02 PM

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  • HAL Id : hal-03424408, version 1

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Tolga Tekin, Jean-Claude Régnier. Affordance de Twitter pour les usages socio-professionnels par les enseignants. Jean-Claude Régnier; Régis Gras; Antoine Bodin; Raphael Couturier. Analyse statistique implicative Analyses quali-quantitatives des liens orientés entre variables et/ou groupes de variables, Université de Bourgogne- Franche Comté, pp.361-375, 2021, Imprimé : 978-2-9562045-5-8; Numérique: 978-2-9562045-4-1. ⟨hal-03424408⟩

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