How education professionals manage personal and professional boundaries when using social technologies
基于边界理论和对57名教育工作者的访谈，研究他们使用社交技术时如何平衡私人生活与职业生活，发现他们更多使用分离策略而非整合策略，且社交技术本身倾向于整合，导致教师更难维持边界。
Abstract This study investigates how education professionals balance their private and professional lives when using social technologies. Based on boundary theory and interviews with 57 education professionals, we identify which tactics they use to separate or integrate their private and professional life. We identified twice as many segmentation tactics compared to integration tactics and found that the education professionals struggled most with finding segmentation tactics that work. We argue that this is because social technologies are designed to support integration and therefore teachers using these technologies must work harder to separate their private and professional roles. There is a need to further investigate how boundary theory can be used, and segmentation tactics understood, when the object of study is social technology, which is specifically built to integrate time and professional and private spaces. For practice, there is a need to better support teachers in their use of social technologies.