Diana L. Brandon's research while affiliated with Michigan State University and other places

Publications (9)

Article
This article provides an overview of the state of research on social media and education in the twenty-first century. We begin with a synthesis of recent literature reviews to provide context for the articles within this special issue of the American Journal of Education titled “#Cloud2Class: The Disruption and Reorganization of Educational Resourc...
Article
Background and Context The increasingly widespread use of social media to expand one's social connections is a relatively new but important phenomenon that has implications for teaching, learning, and teachers’ professional knowledge and development in the 21st century. Educational research in this area is expanding, but further investigation is ne...
Article
This chapter welcomes the reader to the study of social media in education. It begins with a description of the background, ranging from general use of social media in today's society to the importance of social media in education. The study of social media in education will inevitably draw on interdisciplinary concepts and networks of relationship...
Article
The American Educational Research Association sponsored the 2018 #Cloud2Class conference. Through virtual or in-person participation, more than 100 individuals participated in a three-day conference focused on social media and education. Several presentations addressed aspects of social media. Structured discussions took place around both these pro...
Article
Full-text available
Social media has attracted considerable scholarly interest. Previous research has demonstrated the need for a more comprehensive overview of social media research across diverse disciplines. However, there is a lack of research that identifies the scope of social media integration across educational settings and how it relates to research in other...
Article
This study examined multiple measures of written expression as predictors of narrative writing performance for 362 students in grades 4 through 6. Each student wrote a fictional narrative in response to a title prompt that was evaluated using a levels of language framework targeting productivity, accuracy, and complexity at the word, sentence, and...
Preprint
Full-text available
This study examined multiple measures of written expression as predictors of narrative writing performance for 362 student in grades four through six. Each student wrote a fictional narrative in response to a title prompt that was evaluated using a levels of language framework targeting productivity, accuracy, and complexity at the word-, sentence-...

Citations

... in learning, and (c) challenges of media usage. First, the research has examined the associations between the use of different or multiple media (e.g., e-learning tools, web 2.0 applications, and/or social media) for specific learning purposes (versus in general) and its positive consequences such as attention, engagement (behavioral, cognitive, and emotional), motivation, creativity, critical thinking, collaboration, interaction, positive learning attitudes, academic performance (knowledge, skills, and GPA), and access to professional communities (Barton et al., 2021;Carpenter & Harvey, 2020;Greenhow et al., 2020). These researchers have argued that learners' knowledge activities (e.g., exchanging knowledge, discussion, interaction, and networking) are the main mediators in the relationship between media use and positive learning effects (Gulzar et al., 2021). ...
... Information exchange, student-created material, debates about this content, and enhanced social rapport are all facilitated by this kind of engagement, as stated by (Ferrer, Lorenzetti, & Shaw, 2020). Students may shape their communication settings Marich, Brandon, Greenhow & Hartman, (2021) and decide when to respond, using hashtags to organize and classify their multimodal writings and generate their content. ...
... Scholarly efforts, especially in recent years, have been put into taking advantage of a large quantity of Twitter data as it pertains to educational topics, particularly regarding the following topics: educators' professional activities (e.g., Carpenter et al., 2020;Veletsianos et al., 2019), rationales behind educators' social media participation (e.g., Carpenter & Krutka, 2014;Staudt Willet, 2019), and the role of social media (Twitter included) in facilitating social change such as advocacy and democratization (e.g., Supovitz et al., 2020;Torphy et al., 2020). However, research has been limited that utilizes interdisciplinary methods including data mining and social network analysis in conjunction with qualitative interpretations to explore educators' participation mechanism and interactive patterns on social media/informal computer systems. ...
... Media as a source, or resource, for teaching a foreign language is a modern form of mastering reality. The discussion of the problems of using media education in modern conditions (Greenhow, Galvin, Askari, Brandon, 2020) leads to the strengthening of the ideas of more active use of media in the education system, not only during an emergency but also in the future. The transition to online learning during the pandemic significantly reduced personal contact between students and teachers, forcing them to use the existing opportunities in the educational environment (Daly, García & Bjorklund Jr, 2020). ...
... En este sentido, y en el caso de las redes sociales, diversos estudios han mostrado que pueden generar ambientes de aprendizaje sostenibles, desdibujando barreras de espacio y tiempo (Coll, 2013;Fonseca Peso et al., 2020;Osatuyi et al., 2018) y configurando modos de uso de esta información digital en la vida diaria, como el 'crearcompartir' (Ellison y Boyd, 2013), la mezcla de información y recursos procedentes de varios canales y lugares (Expósito et al., 2020;Ramires Lima et al., 2020;Rehm et al., 2019), la innovación en las formas de enseñanza-aprendizaje por medio de interacciones periféricas y emergentes (Calderón-Garrido et al., 2019; Greenhow y Chapman, 2020) y la total amplificación del contexto socio pedagógico (Sánchez-Aguilar y Esparza-Puga, 2020; Gallego y Murillo, 2018;Maraza-Quispe et al., 2020). ...
... Furthermore, previous literature has examined the writer's ability to take multiple perspectives through the concepts of audience awareness (Hyland, 2005), discourse stance , discourse markers (Reilly et al., 2002;Uccelli et al., 2013), and complex reasoning skills manifested in argumentative writing (Kuhn & Crowell, 2011). Such thinking (perspective taking) processes are supported by language skills, such as vocabulary and grammatical knowledge, and representing perspectives require language skills (Kim & Graham, 2022;Kim & Park, 2019;Troia et al., 2019). For example, understanding and representing the multiple perspectives require knowledge of vocabulary words such as intention and desire, and knowledge of syntactic structures such as a complement structure (e.g., John believes that the author likes). ...