Should We Ask Students to Tweet? Perceptions, Patterns, and Problems of Assigned Social Media Participation

Autor/inn/en	Krutka, Daniel G.; Damico, Nicole
Titel	Should We Ask Students to Tweet? Perceptions, Patterns, and Problems of Assigned Social Media Participation
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 20 (2020) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Social Media; Scaffolding (Teaching Technique); Instructional Effectiveness; Communities of Practice; Student Attitudes; Technology Integration; Behavior Patterns; Informal Education; Inservice Teacher Education; Student Participation; Preservice Teacher Education; Graduate Students; Undergraduate Students + Suchen Sie Ihr Suchwort? Soziale Medien; Unterrichtserfolg; Community; Schülerverhalten; Informelle Bildung; Nichtformale Bildung; Lehrerfortbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Teacher educators have increasingly integrated social media into their education courses with aims including improving instruction and preparing students for a connected world. In this study, the authors sought to better understand the possibilities and challenges of scaffolding 60 pre- and in-service teachers across two universities into professional learning networks (PLNs) through a social media assignment. Participants analyzed educator practices, participated in, and envisioned future uses of teacher Twitter. Consistent with previous studies, education students were positive about the relational and relevant aspects of Twitter use. However, students' participation did not mimic the participatory cultures of affinity spaces often reported by connected educators in the literature. Instead, participants tweeted around deadlines and quit using their accounts for professional education purposes once the class ended. In contrast to recent literature, this article argues that social media integration for education students should focus on relational and relevant engagements and content, as opposed to attempting to build social media augmented PLNs for unknown futures. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01