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Digital activism, social network analysis, informal learning, teacher training, influencer, Twitter
Adler, P.S., & Kwon, S.W. (2002). Social capital: Prospect for a new concept. Academy of Management Review, 27(1), 17-40. https://doi.org/10.5465/amr.2002.5922314
Bastian, M., Heymann, S., & Jacomy, M. (2009). Gephi: An open source software for exploring and manipulating networks. International AAAI Conference on Weblogs and Social Media. https://bit.ly/37CLgAG
Berry, A., Depaepe, F., & Van-Driel, J.H. (2016). Pedagogical content knowledge in teacher education. In J. Loughran, & M. Hamilton (Eds.), International handbook of teacher education (pp. 347-386). Springer. https://doi.org/10.1007/978-981-10-0366-0_9
Blondel, V.D., Guillaume, J.L., Lambiotte, R., & Lefebvre, E. (2008). Fast unfolding of communities in large networks. Journal of Statistical Mechanics: Theory and Experiment, 2008(10). https://doi.org/10.1088/1742-5468/2008/10/p10008
Bound, H. (2011). Vocational education and training teacher professional development: Tensions and context. Studies in Continuing Education, 33(2), 107-119. https://doi.org/10.1080/0158037X.2011.554176
Britt, V.G., & Paulus, T. (2016). Beyond the four walls of my building: A case study of# Edchat as a community of practice. American Journal of Distance Education, 30(1), 48-59. https://doi.org/10.1080/08923647.2016.1119609
Carpenter, J., Tani, T., Morrison, S., & Keane, J. (2020). Exploring the landscape of educator professional activity on Twitter: An analysis of 16 education-related Twitter hashtags. Professional Development in Education, 1-22. https://doi.org/10.1080/19415257.2020.1752287
Carpenter, J.P., & Harvey, S. (2019). There’s no referee on social media: Challenges in educator professional social media use. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102904
Carpenter, J.P., Morrison, S.A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96. https://doi.org/10.1016/j.tate.2020.103149
De-Rijdt, C., Stes, A., van-der-Vleuten, C., & Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review. Educational Research Review, 8, 48-74. https://doi.org/10.1016/j.edurev.2012.05.007
Del-Fresno-García, M., Daly, A.J., & Segado-Sánchez-Cabezudo, S. (2016). Identifying the new influencers in the Internet era: Social media and social network analysis. Revista Española de Investigaciones Sociológicas, 153, 23-40. https://doi.org/10.5477/cis/reis.153.23
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273. https://doi.org/10.1080/158037042000225245
Evans, L. (2019). Implicit and informal professional development: What it ‘looks like’, how it occurs, and why we need to research it. Professional Development in Education, 45(1), 3-16. https://doi.org/10.1080/19415257.2018.1441172
Fox, A., & Wilson, E. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47, 93-107. https://doi.org/10.1016/j.tate.2014.12.004
García-Martín, J., & García-Sánchez, J.N. (2015). Uso de Facebook, Tuenti, Twitter y Myspace entre jóvenes españoles. Behavior & Information Technology, 34(7), 685-703. https://doi.org/10.1080/0144929X.2014.993428
Gee, J.P. (2005). Semiotic social spaces and affinity spaces: From the age of mythology to today's schools. In D. Barton, & K. Tusking (Eds.), Beyond communities of practice language power and social context (pp.214-232). Cambridge University Press. https://doi.org/10.1017/cbo9780511610554.012
Gerbaudo, P. (2017). Social media teams as digital vanguards: The question of leadership in the management of key Facebook and Twitter accounts of Occupy Wall Street, Indignados and UK Uncut. Information, Communication & Society, 20(2), 185-202. https://doi.org/10.1080/1369118X.2016.1161817
Greenhalgh, S.P., & Koehler, M.J. (2017). 28 days later: Twitter hashtags as “just in time” teacher professional development. TechTrends, 61(3), 273-281. https://doi.org/10.1007/s11528-016-0142-4
Greenhalgh, S.P., Rosenberg, J.M., & Wolf, L.G. (2016). For all intents and purposes: Twitter as a foundational technology for teachers. E-Learning and Digital Media, 13(1-2), 81-98. https://doi.org/10.1177/2042753016672131
Hart, J.E., & Steinbrecher, T. (2011). Omg! Exploring and learning from teachers’ personal and professional uses of Facebook. Action in Teacher Education, 33(4), 320-328. https://doi.org/10.1080/01626620.2011.620515
Izquierdo-Iranzo, P., & Gallardo-Echenique, E. (2020). Studygrammers: Learning influencers. [Estudigramers: Influencers del aprendizaje]. Comunicar, 62, 115-125. https://doi.org/10.3916/C62-2020-10
Luo, T., Freeman, C., & Stefaniak, J. (2020). Like, comment, and share—professional development through social media in higher education: A systematic review. Educational Technology Research and Development, 68(4), 1659-1683. https://doi.org/10.1007/s11423-020-09790-5
McCulloh, I., Armstrong, H., & Johnson, A. (2013). Social network analysis with applications. John Wiley & Sons, Inc.
Moore, A.L., & Klein, J.D. (2020). Facilitating informal learning at work. TechTrends: Linking Research and Practice to Improve Learning, 64 (2), 219-228. https://doi.org/10.1007/s11528-019-00458-3
Nahapiet, J., & Ghosha, S. (1998). Social capital, intellectual capital, and the organizational advantage. The Academy of Management Review, 23(2), 242-266. https://doi.org/10.2307/259373
OECD (Ed.) (2014). TALIS 2013 results: An international perspective on teaching and learning. TALIS, OECD Publishing. https://doi.org/10.1787/9789264196261-en
Plair, S.K. (2008). Revamping professional development for technology integration and fluency. The Clearing House, 82(2), 70-74. https://doi.org/10.3200/TCHS.82.2.70-74
Rehm, M., & Notten, A. (2016). Twitter as an informal learning space for teachers!? The role of social capital in Twitter conversations among teachers. Teaching and Teacher Education, 60, 215-223. https://doi.org/10.1016/j.tate.2016.08.015
Rogers, E. (2005). Diffusion of innovations. The Free Press.
Rosenberg, J.M., Greenhalgh, S.P., Koehler, M.J., Hamilton, E.R., & Akcaoglu, M. (2016). An investigation of State Educational Twitter Hashtags (SETHs) as affinity spaces. E-Learning and Digital Media, 13(1-2), 24-44. https://doi.org/10.1177/2042753016672351
Russ, R.S., Sherin, B L., & Gamoran, M. (2016). What constitutes teacher learning? In D.H. Gitomer, & C.A. Bell (Eds), Handbook of research on teaching (pp. 391-438). American Educational Research Association. https://doi.org/10.3102/978-0-935302-48-6_6
Santoveña-Casal, S., & Bernal-Bravo, C. (2019). Exploring the influence of the teacher: Social participation on Twitter and academic perception. [Explorando la influencia del docente: Participación social en Twitter y percepción académica]. Comunicar, 58, 75-84. https://doi.org/10.3916/C58-2019-07
Seok-Woo, K., & Adler, P.S. (2014). Social capital: Maturation of a field of research. The Academy of Management Review, 39(4), 412-422. https://doi.org/10.5465/amr.2014.0210
Sihag, V.K., Anand, A., Tomar, R., Chandra, J., Tiwari, R., Dumka, A., & Poonia, A.S. (2014). Detecting community structure based on traffic at node in networks. [Conference] 2014 IEEE Students’ Conference on Electrical, Electronics and Computer Science, Bhopal, India. https://doi.org/10.1109/SCEECS.2014.6804502
Staudt-Willet, K.B. (2019). #Edchat is bigger, but better only for some: Revisiting how and why educators use Twitter. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2778-2786). Association for the Advancement of Computing in Education (AACE). https://bit.ly/37ypiPk
Van-Den-Bossche, P., & Segers, M. (2013). Transfer of training: Adding insight through social network analysis. Educational Research Review, 8, 37-47. https://doi.org/10.1016/j.edurev.2012.08.002
Veletsianos, G. (2017). Three cases of hashtags used as learning and professional development environments. Techtrends, 61(3), 284-292. https://doi.org/10.1007/s11528-016-0143-3
Walter, S., & Brüggemann, M. (2020). Opportunity makes opinion leaders: Analyzing the role of first-hand information in opinion leadership in social media networks. Information, Communication & Society, 23(2), 267-287. https://doi.org/10.1080/1369118X.2018.1500622
Wang, Y., & Fikis, D.J. (2017). Common core state standards on Twitter: Public sentiment and opinion leaders. Educational Policy, 33(4), 650-683. https://doi.org/10.1177/0895904817723739
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246. https://doi.org/10.1177/135050840072002