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This article explores how social media use in formal and informal learning spaces can support the development of digital citizenship for secondary school students. As students increasingly spend large amounts of time online (e.g., an average of six hours of screen time per day, excluding school and homework), it is critical that they are developing skills enabling them to find, evaluate, and share information responsibly, engage in constructive conversation with others from diverse backgrounds, and to ensure their online participation is safe, ethical, and legal. And, yet, in spite of the importance of students learning these skills, opportunities for digital citizenship in formal and informal learning spaces have lagged behind our ideals. The article provides a conceptual analysis of civic engagement as digital citizenship and considers how digital media applications can support citizenship education in middle- and high-school grades. Then, empirical research is provided that demonstrates how high school students develop digital citizenship practices through out-of-school practices. Finally, this article suggests that both dimensions of digital citizenship (i.e., in-school, traditional citizenship education and out-of-school activities aimed at civic engagement) can be integrated through a social media-facilitated curriculum. Finally, recommendations for teaching and learning through social media are offered to educators, community members, practitioners, parents, and others.

Millions of college students in the U.S. are enrolled in online courses, with the global pandemic resulting in a “pivot to online” for educational and health reasons. African-American college students continue to face barriers to academic success, and this response to Kuo and Belland (in Educ Technol Res Dev 64(4):661–680, 2016) investigates how the concept of “learner interaction” supports success. Finally, this response includes examples from online courses informed by “critical humanizing pedagogy,” in which social interaction is a key driver of learning.

The author investigated the relation between young people's new literacies practices and identity development on Twitter and found that participants used three new literacies practices (live‐tweeting, hashtagging, and information sharing) in unique ways to develop feminist identities in this social media space. Participants mobilized popular culture to initiate dialogue about feminist issues, such as the wage gap, to participate in social activism (e.g., advocating for women's reproductive care), and to provide informal counsel to peers. Twitter can be a vital space for young people to become feminists, providing opportunities to learn, develop, and participate.

Ideally an athlete would continue to improve performance indefinitely over time, however improvement slows as the athlete approaches their genetic limits. Measuring performance is complex—performance may be temporarily depressed following aggressive training for multiple reasons, physiological and psychosocial. This reality may be vexing to the strength and conditioning coach, who, as a service provider, must answer to sport coaches about an athlete’s progress. Recently an evaluation mechanism for strength and conditioning coaches was proposed, in part to help coaches establish their effectiveness within the organization. Without formal guidance and realistic expectations, if an athlete is not bigger, leaner, stronger, etc. as a result of training within a specified timeframe, blame is often placed upon the strength and conditioning coach. The purpose of this article is to explore possible causes of what may be perceived as athlete non-responses to training and to provide guidance for the coach on how to handle those issues within their domain. A process of investigation is recommended, along with resources to assist coaches as they consider a broad range of issues, including enhancing existing testing methods, improving athlete behaviors, and adjusting processes designed to bring about performance improvement.

Purpose While the ubiquity of social media as a mode of communication, collaboration, connection and creativity has been widely adopted in journalism, entertainment, healthcare and others, the field of education has been more reticent to integrate social media for teaching and learning purposes. This paper aims to summarize research on how social media may support educational aims with specific reference to large classrooms. In addition, the authors provide practical tips on using Twitter from the experience teaching in a typical higher education setting: a large, undergraduate course in a public university. Finally, the authors offer conclusions about how instructors can use social media to support increased engagement, professional development and digital literacy skills. Design/methodology/approach This paper presents a real-life “case study” of using Twitter in an educational context common to many in higher education: a large, undergraduate lecture class over the course of one semester. This course focused on the foundations of educational technology and was a requirement of receiving a teaching credential at a large public institution in the Midwest. As a required course, students from a number of different majors were enrolled in the course, including biology, chemistry, mathematics, English, history, world languages, physical education and many more. While these majors were grouped by content-area groups (Science, Technology, Engineering, and Math; the humanities; and physical education), for this paper the authors will focus on the part of the course where students were all together in lecture format. Guided by the research above, and pedagogical practices discussed elsewhere (Greenhow and Gleason, 2012), it was decided to use Twitter for a number of different pedagogical purposes, including in-class discussion, increase student engagement with course material, expand student interaction and develop student presence. Findings The use of Twitter was found to increase student participation, help facilitate conceptual understanding, to foster students’ “social presence,” and to increase interactions with “real world experts.” Twitter provided a way, for example, for students in a large lecture course to participate, and roughly 90 per cent of students did so with Twitter. Likewise, instructors used Twitter as a way to bridge learning across different experiences (i.e. lab activities, lecture and online lesson), while also providing a way to support social presence (letting students share humorous pictures). Finally, Twitter facilitated interaction with content experts including historians, during a lesson on global collaboration. Research limitations/implications Overall, integrating Twitter into a large, lecture course seemed to suggest a number of positive learning outcomes, including presenting opportunities for student voice and expression, visible participation, the development of social presence and tools to connect different course activities (e.g. lecture, in-class activities and lab activities). For example, much research in this field has begun to explore the educational outcomes associated with social media use, and this study contributes to this emerging field. Here, the authors advocate for using social media to support interactive, collaborative and social learning.

The predominance of western paradigms and a frequent failure to consider and theorize the non-neutrality of schools and technology leaves an ontological and epistemological gap in educational technology studies. Specifically, it leads to thin research on the role of power, the collective, and the intersections with technology that can alter our interaction with the world. The current narrow approach hobbles the imagination of the field, constraining the possibilities for technology and education. We propose three research frames that are relatively new to the field of educational technology. These frames acknowledge the interdisciplinary and socially embedded nature of technology and the systems of power that exist in both schools and technology: Collective Framing, Critical Race Theory (CRT) Framing, and Ecological Framing. We synthesize the possibilities of these approaches for educational technology research, identifying how they can push the field to consider different epistemological, ontological, and axiological approaches. We identify potential areas of research and consider implications for the field of educational technology. While each frame offers its particular theoretical contribution, taken together, all three frames suggest the sociocultural, epistemological, and political limitations of the field known as educational technology. Finally, we return to the initial wonderings of our paper, imagining the possibilities for ed tech research if the field confronted the hegemonic western paradigms embedded within itself.

Empathetic design is the ability for the designer to predict the cognitive and emotional experience of learners as they engage with the design product and process. It aims to center sensitivity toward learners, and the design process as a whole, which suggests potential application in educational settings. In the shift to digital, empathetic design may help instructors imagine learners’ thoughts and feelings engaged during the learning activity, and make iterative changes in response. Though empathetic design highlights sensitivity toward learners, by attempting to ‘be’ the other, it may unintentionally enact practices, and ideologies, of colonization. Recommendations for praxis via humanizing pedagogy are offered.

To date, S. alactolyticus endocarditis complicated by middle cerebral artery aneurysm has not been reported. We describe the case of a 65-year-old female with a history of hypertrophic cardiomyopathy with left ventricular outflow tract obstruction presenting with confusion and a apical holosystolic murmur. Angiography of the brain identified new bilobed left middle cerebral artery aneurysm. Serial blood cultures grew S. alactolyticus, and aortic and mitral valve vegetation were discovered on transesophageal echocardiography. The patient was treated with antimicrobial therapy, mitral and aortic valve replacements, and microsurgical clipping of cerebral aneurysm. This case serves to highlight the pathogenicity of a sparsely described bacterium belonging to the heterogenous S. bovis complex.

This study discusses a design-thinking approach for a virtual exchange intended to introduce pre-service teachers to global collaboration and empowered learning through the use of educational technology. Principles of design-thinking (i.e., empathy, ideation, and testing) were aligned with broader educational goals of culturally responsive practices and metacognition. Findings suggested that participants in the study (n = 36), pre-service teachers in the US, drew on individual strengths, cosmopolitan interests in global partnership, and problem-solving strategies to leverage educational technology to achieve learning goals. This paper contributes valuable insights, and recommendations for practice, about how to conduct virtual exchanges in higher education and K-12 learning settings.

Purpose – This paper aims to provide a re-envisioning of traditional conceptualizations of scholarship informed by knowledge assets theory, trends shaping the modern university and technological advancements. We introduce social scholarship, a set of scholarly practices being envisioned within the conventional four domains of scholarship (i.e. discovery, integration, teaching and application). This paper provides concrete examples of the benefits and challenges of enacting social scholarly practices in light of Boisot’s theory of information flows, proprietary knowledge and the social learning cycle. Design/methodology/approach – This article is a cross-disciplinary conceptual exploration. Findings – In the model of social scholarship, access to knowledge is spreading faster than ever before; information flows are bi-directional in each domain (discovery, teaching, integration and application) where previously knowledge resided with the institution, flowing out to the public. Relationships between scholars and their university as well as between government, university, researchers and the public are being re-negotiated. Research limitations/implications – Certain limitations may exist, such as the conceptual alignment of a business model of knowledge generation to the university, which has particular cultures, service-orientations and power structures that are unique to academia. Practical implications – The alternative model for scholarship outlined in this paper has implications for those in higher education concerned with faculty recruitment, retention, professional development and performance review. The insights in this paper are also relevant for those concerned with the induction and training of doctoral students and preparation of future faculty programs. Social implications – The conceptualization of scholarship outlined in this paper has implications for a broad, non-specialist audience who seeks to access, critique and provide input on basic, interdisciplinary or applied research as well as teaching in higher education. Originality/value – Using a business model of knowledge generation, this paper introduces how current social media affordances and societal values can and are transforming conceptions of “the scholar,” “scholarship” and the university as knowledge-purveyor.