Social Media in Teacher Education: Organizational and Pedagogical Conditions of its Effectiveness

Abstract

The role of social media in a pedagogical context is the focus of attention of many researchers. At the same time, the issues of highlighting the conditions for the effective use of social media in the pedagogical context and the analysis of attendant risks remain open. The purpose of this study is to identify the organizational and pedagogical conditions for the effective use of social media in pedagogical education. The identified organizational and pedagogical conditions are based on five key provisions. 1. Implementation of the principle of intermodality, according to which each student should be given the opportunity to engage in various forms of activity (educational and social). 2. The leading role of technology in organizing group work (including in the framework of project activities). 3. Individualization of the learning process. 4. Ensuring the continuity of the educational process. 5. Creation of special means of motivating students and providing feedback (special groups within the framework of social media). These conditions for the use of social media in pedagogical education are based on the principle of intermodality. These conditions allow us to individualize the learning environment, which expands the possibility of creative selfexpression in learning activities. Students receive opportunities to implement personalized feedback (from peers and teachers), create their own groups and forums for sharing information and creating new personally significant knowledge, tools for interacting with specialists from different subject areas and professional sphere. In this case, an indirect effect is also achievedan impact on those who are not directly involved in the educational process. Due to the interactive and open nature of social networks, students serve as models of social behavior for their peers, which contributes to an increase in the number of subjects of the educational space. Peers who are experiencing such an impact, find themselves in the conditions of informal education in fact.

Pedagogical Model for the Integration of Educational Maps in a Digital Educational Environment

“…Solving the problem Проблема структуры образовательной среды, её свойств и технологической основы её создания является исключительно актуальной в настоящее время, она затрагивается в многочисленных исследованиях (Annansingh, 2019;Blažič & Blažič, 2019;Boyarinov, 2019;Cañas, 2003;Cosentino de Cohen & Chu Clewell, 2015;Miller, 2004;Schwendimann, 2014). Большинство авторов рассматривает современную образовательную среду через призму информационно-коммуникационных технологий, что отражает интенсивно проходящие в обществе процессы цифровизации.…”

Pedagogical Model for Creating Individual Learning Paths Based on Educational Maps

“…The problem of the structure of the educational environment, its properties and the technological basis of its creation is extremely relevant at present. The problem is addressed in numerous studies (Annansingh, 2019;Blažič & Blažič, 2020;Boyarinov, 2018Boyarinov, , 2019Cañas et al, 2003;De Cohen & Clewell, 2007;Emelchenkov et al, 2011;Iatrellis et al, 2019;Miller, 2004;Schwendimann, 2014). A significant role in the framework of such an environment is played by individual learning paths, as an instrument of personalization of the learning process.…”

The Pedagogical Interaction In The Digital Learning Environment

“…At the same time, individualization of the learning environment is achieved and there is an opportunity for creative self-expression in educational activities. Social networks by their nature naturally and effectively reflect the contours of existing social relationships, which contributes to the development of student motivation (Boyarinov, 2019).…”