Using Social Media in Teacher Preparation Programs: Twitter as a Means to Create Social Presence

Autor/inn/en	Munoz, Lorena R.; Pellegrini-Lafont, Cynthia; Cramer, Elizabeth
Titel	Using Social Media in Teacher Preparation Programs: Twitter as a Means to Create Social Presence
Quelle	In: Penn GSE Perspectives on Urban Education, 11 (2014) 2, S.57-69 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Teacher Education; Teacher Education Programs; Social Networks; Urban Universities; Electronic Publishing; Web Sites; Online Courses; Interpersonal Relationship; Interpersonal Communication; Teacher Student Relationship; Student Surveys; Group Membership; Field Experience Programs; Cooperating Teachers; Classes (Groups of Students); Emotional Response; Preservice Teachers; Public Colleges; Undergraduate Students; Hispanic American Students; Florida + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Social network; Soziales Netzwerk; Elektronisches Publizieren; Web-Design; Online course; Online-Kurs; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerbefragung; Gruppenzugehörigkeit; Praxisnahes Lernen; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Klassengemeinschaft; Emotionales Verhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	This exploratory study examines the use of the micro-blogging service "Twitter" in multiple sections of a pre-service teacher education program in a diverse, urban university. The use of Twitter aimed to encourage student-student and student-teacher interactions, thus enhancing social presence and diminishing the sense of isolation in online classes. Data were obtained by monitoring student Twitter and blog posts, as well as from a student survey where students indicated how they perceived their sense of belonging to a community of learners. Findings indicate that students' conversations revolved around five themes: (a) field experience, (b) emotions, (c) cooperating teacher, (d) class, and (e) relationships. Their conversations were also classified into three sub-categories based on intended audience: (a) students, (b) teacher, and (c) no one in particular. The results from the survey indicate that the group with the least interaction was the group that indicated feeling more engaged in the learning process and more connected to other learners. Implications of these findings and recommendations for future research are discussed. (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10