English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

There is an abundance of scholarship documenting educators’ uses of for-profit social media platforms for professional learning, but little is known about how inauthentic accounts affect those experiences. We studied 83 state-sponsored accounts’ interactions with the teacher-focused #Edchat hashtag by analyzing their profiles, profiles of accounts they retweeted, and tweets they shared. We found no patterns of overt state interference in #Edchat; however, state-sponsored accounts amplified other inauthentic accounts, such as those focused on commercial, spam, and self-promoting #Edchat messages. Most state accounts used formulaic methods to create relatable account profiles that may go unnoticed by educators using the hashtag. These findings raise questions for educators and researchers about disinformation, anonymity, attention-seeking, and information glut in social media environments polluted by inauthentic amplification.

“You can tell a lot about a person by reading their bio”: lessons from inauthentic Twitter accounts’ activity in #Edchat"