SOCIAL MEDIA POLICIES IN OKLAHOMA K-12 SCHOOLS: A POLICY CONTENT ANALYSIS

Cook, Patricia

SOCIAL MEDIA POLICIES IN OKLAHOMA K-12 SCHOOLS: A POLICY CONTENT ANALYSIS

dc.contributor.advisor	Mackey, Hollie
dc.contributor.author	Cook, Patricia
dc.contributor.committeeMember	Gutierrez, Kathrine
dc.contributor.committeeMember	Cullen, Theresa
dc.contributor.committeeMember	Urick, Angela
dc.contributor.committeeMember	Maiden, Jeffrey
dc.date.accessioned	2016-06-09T17:43:59Z
dc.date.available	2016-06-09T17:43:59Z
dc.date.issued	2016-08-19
dc.date.manuscript	2016-06-09
dc.description.abstract	This qualitative study examines current trends in public school district policies regarding social media use in K-12 schools Oklahoma. Participants were selected from the Oklahoma Community Grouping Model using Probability Proportion Sampling (PPS) to stratify the sample of school districts in Oklahoma. The rationale for the study is based on the demands for leaders to develop policies that bridge learning and buffer inappropriate content on social media. The literature review focuses on academic benefits, legal challenges, and national trends in social media policy. The theoretical lens is Honig and Hatch’s Bridging and Buffering framework (2004). Findings identify common policy content areas and also identify the need to educate young people in digital citizenry. The study’s findings inform leadership in best practices of future social media policies in K-12 schools. Keywords: social media policy, technology leadership, Bridging and Buffering policy framework, Digital Citizenry	en_US
dc.identifier.uri	http://hdl.handle.net/11244/41576
dc.language	en_US	en_US
dc.subject	Education Administration	en_US
dc.thesis.degree	Ed.D.	en_US
dc.title	SOCIAL MEDIA POLICIES IN OKLAHOMA K-12 SCHOOLS: A POLICY CONTENT ANALYSIS	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US