Longitudinal Study on Social Networks as a Didactic Method

Abstract

Margarita r. rodríguez-gallego margaguez@us.es university of seville, spain http://orcid.org/0000-0001-6959-4829 antonia lópez-Martínez anlomar@us.es university of seville, spain https://orcid.org/0000-0003-3460-9546 María José navarro-Montaño maripe@us.es university of seville, spain AbstractThis article gathers the perceptions of students on social networks, as a didactic method, with the aim of searching and designing didactic strategies to adapt the contents and methodology to the new technological context. The participants were university students of Early Childhood and Primary Education in 2013-2014 and 2016-2017. A longitudinal study was conducted with a descriptive, non-experimental methodology and the semi-structured questionnaire used was validated through factorial and cluster analyses. The students from both degrees showed a polarization and dispersion of opinions about social networks, which could be related to a more critical attitude toward their advantages and disadvantages. Article description | Descripción del artículoIn this scientific research article, derived from the project Diagnosis and training of teachers for the incorporation of ICT in classes with functional diversity, the authors carried out a longitudinal study about the perceptions of student teachers on social networks as a didactic method, with the aim of searching and designing didactic strategies in the classroom and adapting the contents and the methodology to new technological means, structures and applications.

Percepciones de estudiantes y docentes del uso que los estudiantes hacen de Internet y su relación con la modalidad de estudio

“…En cuanto a la aplicación de las redes sociales on-line en la formación, señalar que se están incorporando progresivamente a la enseñanza, ya que como ponen de manifiesto diferentes trabajos (García-Valcárcel, 2013;Kang y Shin, 2015), su utilización ofrece resultados significativos para la adquisición de conocimientos y competencias por los estudiantes. De todas formas, también es cierto, que algunos autores llaman la atención respecto a que su uso no es tan mayoritario como debería ser, y su incorporación se centra más en el ocio y aspectos tangenciales de la formación (Altuzarra, Galvez y González, 2018;García-Ruiz, Tirado, y Hernando, 2018;Rodríguez-Gallego, López-Martínez y Navarro-Montaño, 2019;Torrego-González y Gutiérrez-Martín, 2016).…”

Teaching creative careers in the pandemic

“…Some authors investigated the potential of specific tools for educational purposes before and during ERT. For instance, social media (Asmara 2020;Rodríguez-Gallego et al 2019), interactive boards (Arancibia-Gutiérrez and Bustamante-Molina 2019), the virtual classroom and synchronous sessions (Cedeño-Escobar et al 2020;Oria 2020), gamification and evaluation resources (Alharbi and Meccawy 2020;Ardiana and Loekito 2020;Hasanah et al 2020;Pryke 2020;Yildirim 2017). Some researchers have investigated the use of digital tools to meet the needs of students in the fields of Science, Technology, Engineering and Mathematics (STEM) (López et al 2020).…”