Student Teachers' Attitude towards Twitter for Educational Aims

  1. Marín Juarros, Victoria Irene
  2. Tur Ferrer, Gemma
Revista:
Open Praxis

ISSN: 2304-070X

Año de publicación: 2014

Volumen: 6

Número: 3

Páginas: 275-285

Tipo: Artículo

DOI: 10.5944/OPENPRAXIS.6.3.125 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Open Praxis

Resumen

This paper presents an educational experience with 100 student teachers from different courses of the University of the Balearic Islands (Spain) in which Twitter is used for various different activities. The aim of this experiment was to explore student teachers� perceptions in order to value their attitude towards Twitter for educational aims. Afterwards, students were asked to write down their reflections on an eportfolio. Data was collected from their eportfolio evidence, which was analysed to review their attitude towards the use of Twitter for educational purposes and for their future teaching and professional development. The conclusions indicate the need to conduct different educational activities in which Twitter is used in various ways. In addition, conclusions reflect on the real impact of Twitter on students� learning enhancement, in order to improve student teachers� attitudes towards social media in education. Therefore, this article contributes to the body of existing research on the use of technology in education, specifically to the possibilities of the use of social media and microblogging in Teacher Education.

Referencias bibliográficas

  • Adell, J., & Castañeda, L. (2010). Los Entornos Personales de Aprendizaje (PLEs): una nueva manera de entender el aprendizaje. In R. Roig Vila & M. Fiorucci (Eds.), Claves para la investigación en innovación y calidad educativas. La integración de las Tecnologías de la Información y la Comunicación y la Interculturalidad en las aulas. Stumenti di ricerca per l’innovaziones e la qualità in ámbito educativo. La Tecnologie dell’informazione e della Comunicaziones e l’interculturalità nella scuola. Alcoy: Marfil - Roma TRE Università degli studi. Retrieved from http://digitum.um.es/xmlui/handle/10201/17247
  • Attwell, G. (2007). Personal learning environments – the future of eLearning?. eLearning Papers, 2, 1-8. Retrieved from http://www.elearningpapers.eu
  • Castañeda, L. & Adell, J. (2013). La anatomía de los PLEs. In L. Castañeda & J. Adell (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 11-27). Alcoy: Marfil. Retrieved from http://digitum.um.es/xmlui/bitstream/10201/30408/1/capitulo1.pdf
  • Castañeda, L.; Costa, C. & Torres-Kompen, R. (2011). The Madhouse of ideas: stories about networking and learning with twitter. Proceedings of PLE Conference 2011, Southampton, UK. Retrieved from http://journal.webscience.org/550/
  • Cho, K. & Cho, M.-H. (2013). Training of self-regulated learning skills on a social network system. Social Psychology of Education, 16(4), 617-634. http://dx.doi.org/10.1007/s11218-013-9229-3
  • Conole, G. & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education, The Open University, Milton Keynes, UK. Retrieved from http://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
  • Curtis, W.; Murphy, M. & Shields, S. (2014). Research and education. Oxon: Routledge.
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47(4) 47–61. http://dx.doi.org/10.1007/BF02299597
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. Retrieved from http://blog.lib.umn.edu/cehd/teri/ertmer_2005.pdf
  • Ertmer, P. A. & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic-enabled learning. Computers & Education, 64, 175-182. http://dx.doi.org/10.1016/j.compedu.2012.10.008
  • Grosseck, G. & Holotescu, C. (2008). Can we use Twitter for educational activities. The 4th International Scientific Conference eLSE. Retrieved from http://www.cblt.soton.ac.uk/multimedia/PDFsMM09/Can%20we%20use%20twitter%20for%20educational%20activities.pdf
  • Hermans, R; Tondeur, J.; van Braak, J. & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51, 1499- 1509. http://dx.doi.org/10.1016/j.compedu.2008.02.001
  • Holotescu, C. & Grosseck, G. (2009a). Using microblogging to deliver online courses. Case-study: Cirip.ro. Procedia-Social and Behavioral Sciences, 1(1), 495-501. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042809000925#
  • Holotescu, C. & Grosseck, G. (2009b). Using microblogging in education. Case Study: Cirip.ro. 6th International Conference on e-Learning Applications, Retrieved from http://www.cblt.soton.ac.uk/multimedia/PDFs%20Twitter/8551345-Using-microblogging-in-education-Case-Study-Ciripro.pdf
  • Holotescu, C. & Grosseck, G. (2011). Mobile learning through microblogging’. Procedia-Social and Behavioral Sciences, 15, 4-8 Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042811002187
  • Junco, R.; Elavsky, M. C. & Heiberger, G. (2013). Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Education Technology, 44(2), 273-287. http://dx.doi.org/10.1111/j.1467-8535.2012.01284.x
  • Junco, R.; Heiberger, G. & Loken, E. (2011). The effect of Twitter on college student engagement and grades, Journal of Computer Assisted Learning, 27(2), 119-132. http://dx.doi.org/10.1111/j.1365-2729.2010.00387.x
  • Kassens-Noor, E. (2012). Twitter as a teaching practice to enhance active and informal learning in higher education: the case of sustainable tweets, Active Learning in Higher Education, 13(1), 9-21. http://dx.doi.org/10.1177/1469787411429190
  • Lewis, B. & Rush, D. (2013). Experience of developing Twitter-based communities of practice in higher education. Research in Learning Technology, 21: 18598. http://dx.doi.org/10.3402/rlt.v21i0.18598
  • Lin, M. F.; Hoffman, E. S. & Borengasser, C. (2013). Is social media too social for class? A case study of Twitter use. TechTrends, 57(2), 39-45. http://dx.doi.org/10.1007/s11528-013-0644-2
  • Masters, J. (2013). Scaffolding pre-service teachers representing their learning journeys with eportfolios. Journal of Learning Design, 6(1). Retrieved from https://www.jld.edu.au/article/view/1
  • Matrosova Khalil, S. (2013). From resistance to acceptance and use of technology in academia. Open Praxis, 5(2), 151-163. http://dx.doi.org/10.5944/openpraxis.5.2.5
  • Simoes, P. & Mota J. (2010). Twitter: The Heart of your PLE? The PLE Conference 2010. Retrieved from http://pleconference.citilab.eu
  • Smith Risser, H. (2013). Virtual induction: A novice teacher’s use of Twitter to form an informal mentoring network. Teaching and Teacher Education, 35, 25-33. http://dx.doi.org/10.1016/j.tate.2013.05.001
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17). Retrieved from http://PAREonline.net/getvn.asp?v=7&n=17
  • Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424. Retrieved from http://ascilite.org.au/ajet/ajet24/teo.html
  • Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. http://dx.doi.org/10.1016/j.compedu.2008.08.006
  • Teo, T.; Lee, C. B. & Chai, C.S. (2008). Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24, 128–143. http://dx.doi.org/10.1111/j.1365-2729.2007.00247.x
  • Tur, G. & Marín, V. I. (2013). Student Teachers’ Attitude towards ePortfolios and Technology in Education. Conference Proceedings of the First International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’13), pp. 435-438. Salamanca, Spain. http://dx.doi.org/10.1145/2536536.2536603
  • Wheeler, S. [Timbuckteeth] (2014, March 5). Twitter has provided me with the best continuous professional development I have ever had. You can quote me on that. #mlearn14. [Tweet] Retrieved from https://twitter.com/timbuckteeth/status/441041629365813248
  • Wright, N. (2010) Twittering in teacher education: reflecting on practicum experiences. Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 259-265. http://dx.doi.org/10.1080/02680513.2010.512102
Fuente de los datos: Dialnet