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ERIC Number: EJ1063577
Record Type: Journal
Publication Date: 2015-Apr
Pages: 28
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1059-7069
Preservice Teachers' Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008 to 2012
Hughes, Joan E.; Ko, Yujung; Lim, Mihyun; Liu, Sa
Journal of Technology and Teacher Education, v23 n2 p185-212 Apr 2015
This four-year, cross-sectional study, situated in one U.S. university, investigated 206 preservice teachers' use of social network services (SNS) in teacher preparation and their disposition toward using it in their future teaching. Using descriptive survey methodology, results revealed nearly all preservice teachers used a general SNS (e.g., Facebook), but about 40% never read blogs, wrote blogs, or read wikis; about 90% never wrote wiki, and about 80% never read/wrote Twitter. SNS users consumed (e.g., read) more content than shared or generated (e.g., posted, wrote). Use of SNS for professional activities rose from 7 to 22%. Trends indicated general SNS (e.g., Facebook) and Twitter use was mostly personal, while reading blogs, wikis, and writing blogs was equally personal and educational, and writing wiki was mostly educational. The majority of these preservice teachers put 'a lot' of restrictions on their SNS accounts. The likelihood that preservice teachers felt they would use social networking in their future teaching became less likely. Discussion examines (a) how teacher education programs prepare new teachers as learners and designers of new technologies and (b) describes a sequence of SNS experiences that develop preservice teachers as learners, designers, and ultimately connected educators.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A