Future Primary School Teachers’ Digital Competence in Teaching Science through the Use of Social Media

Abstract

The digital revolution has transformed the ways of doing, acting, and training in the university field. For this reason, as an objective of this work, social media was used to generate and share knowledge related to sustainability, classification of living beings, and the functioning of the human body. The information was collected through questionnaires, that were completed before and after the intervention program, as well as the work carried out by the students. The participants were 131 students enrolled on the Primary Education degree course of the University of Murcia. The students were well aware of social media, although initially not their educational use. This perception changed when having to make concrete proposals with Instagram and Pinterest, since students valued the wide potential of the use of these networks in teaching. As a result of this intervention, 266 images were generated on Pinterest related to the classification of living beings and 67 about the devices and systems of the human body. Additionally, in terms of the activity on Instagram, 213 publications were created, reaching 1454 followers and 7885 likes. In addition, the participants recognized social media as a source of resources for education, and therefore teachers must explore all the possibilities they offer.

Improving Teachers’ Digital Competence in Higher Education: A Systematic Literature Review

“…Some studies also employ online learning or blended learning support systems to enhance TDC, including the use of multimedia materials. Referring to the effect of the implementations, it can be seen that training courses, active methodology, Hands of the World (HOTW) activities and professional development webinars proving highly effective, and the continuous training program improving teachers' skills in digital, communicative, and scientific matters are required (Schina et al, 2020;Robles Moral & Fernández Díaz, 2021). They also suggested that the training programs should include students into the process of designing a fragment of the pedagogical activity (Smagulova et al, 2021;Ihnatova et al, 2022).…”

“…Smagulova et al (2021);Ihnatova et al (2022), pedagogySchina et al (2020);Moral & Díaz (2021), biology and geology(Romero-García et al, 2020). The universities involved include University of Rovira i VirgiliSchina et al (2020), Universidad Internacional de La Rioja Romero-García et al (2020), and University of Murcia in Spain Moral & Díaz (2021), as well as Universitas Mahasaraswati Denpasar, IKIP Saraswati Tabanan IKIP and Universitas Negeri Padang in Indonesia Rahmi et al (2022), University of Dundee in Scotland Tonner-Saunders & Shimi (2021), Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University in Ukraine Ihnatova et al (2022), and Buketov Karaganda University in Kazakhstan (Smagulova et al, 2021).…”

Virtual education during COVID-19 in higher education: A systematic review

“…They gather that virtual work engenders an increased academic burden relative to face-to-face work. 72,73 Equally, they mention that teachers can implement virtual active methodologies but do not possess adequate knowledge of image editors, videos, infographics, synchronous response systems, and anti-plagiarism tools. 74…”

Digital Competences in the Profile of Teaching Education: Context of Remote Education of Peru

“…This use increases the more practical there is with more current tools [3,17]. Finally, the knowledge generated with digital skills can be developed to adapt to the situational context or to the community to which the subject is integrated [15,21,30].…”