Social Media Tools in Initial Teacher Education

Mâță, Liliana

doi:10.4018/978-1-4666-4876-0.ch007

Cited by 4 publications

(1 citation statement)

References 47 publications

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“…As individuals share and exchange ideas or digital artefacts through social media communities and networks in informal settings, this practice promotes collaboration, creativity, and connections among them that ultimately results in the generation of joint knowledge. For example, social media enable the integration of online information from a variety of sources that is generated, disseminated, and used by teachers for their design of the educational process, including learning objectives, teaching strategies, classroom activities, and assessment methods (Mâţă, 2014). This leads to the development of TPACK, which generally refers to knowledge teachers needed to utilise technology in their teaching (Mishra & Koehler, 2006).…”

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confidence: 99%

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Lau

2018

EURASIA J MATH SCI T

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Social media are increasingly adopted in university administration, teaching, and learning. For pre-service teachers, although there is growing evidence suggesting the effectiveness of educational technology courses in enhancing their technological pedagogical content knowledge (TPACK), relatively little is known about whether and how this knowledge is associated with social media usage (SMU) in informal settings. In this study, the relationships between SMU in informal settings and TPACK among pre-service teachers were investigated. Based on the survey data of a sample of 212 pre-service teachers in Hong Kong, media sharing was found to be a significant positive predictor of technology knowledge and knowledge of teaching with technology, whereas Internet searching and video gaming were not predictive of any component of TPACK. The findings of the study were interpreted in the light of the educational affordances of social media technologies, and their implications for researchers and teacher educators were discussed.

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Section: / 12mentioning

confidence: 99%

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Lau

2018

EURASIA J MATH SCI T

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Revisiting English as a foreign language teachers’ professional identity and commitment in social media-focused professional development

Ping

2022

Front. Psychol.

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These days, technology advancement has inspired a large number of educators to employ social media in the English as a foreign language (EFL) context. But, some EFL educators are yet unwilling to use such chances, because they are left untrained. Therefore, applying professional development (PD) in this field appears necessary as it is regarded as the main cause of improving educators’ education activity, and proposing new education approaches. To strengthen the academic investment in educators’ professional learning, comprehending elements affecting educators’ performance of learning from PD is vital. Lower commitment degrees were specified as an element that impedes EFL educators from employing social media in EFL education. Moreover, developing the professional identity (PI) of educators is an important issue that straightly pertains to educators’ performance, which assists educators both in comprehending their professional lives and presenting them with a framework to elucidate, expand and contemplate their professional activities. Stimulated by the interest in research on social media-focused courses, this review inspects how teachers’ commitment and identity affect EFL teachers’ implementation of social media in PD. In a nutshell, implications for stakeholders of the study are presented. Indeed, the social media as an impotent device should be incorporated in PD programs to develop both teachers’ commitment and identity. Faculty members should establish workshops, and seminars to arrange for a platform for teachers to use social media to support learning.

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Boosting EFL learners’ commitment and enjoyment in language learning through social networking: A literature review

2022

Front. Psychol.

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Social networking applications have been designed as innovative technologies used by the higher education section to enhance the acquisition of literacy skills, driving learners to engage in online learning platforms. Such tools such as social networking have also been proven to facilitate teaching and learning; therefore, educational programs and universities are increasingly making use of networking sites to form connections with students and to offer online instructional content. This trend has placed questions, regarding the effect of social media on language learning and its potential use as an effective instructional tool. The constructive role of enjoyment did not obtain equal academic consideration in the EFL learning milieu until Positive Psychology was presented to L2 education. Using social networking, users find online tasks appealing and experience the enjoyment that, in turn, impacts their behavioral intention to use them positively. Commitment is another factor that refers to the degree to which students are involved in learning enthusiastically. This construct concerns the extent to which students are loyal to learning, textbooks, and class etiquette. As it contributes to the quality of learning, it is considered a prerequisite for students’ academic success and educational attainment. Based on the role of the above-mentioned constructs in language learning, the present review tries to consider the role of social networking in boosting EFL students’ commitment and enjoyment. Consequently, some implications are presented for academic stakeholders in the quest of considering the role of social networking in language education.

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Social Media Tools in Initial Teacher Education

Cited by 4 publications

References 47 publications

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Revisiting English as a foreign language teachers’ professional identity and commitment in social media-focused professional development

Boosting EFL learners’ commitment and enjoyment in language learning through social networking: A literature review

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