Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks

Autor/inn/en	Fuentes-Cancel, Dieter-Reynaldo; Estrada-Molina, Odiel; Delgado-Yanes, Nilda; Zambrano-Acosta, Jimmy-Manuel
Titel	Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks
Quelle	In: Educational Process: International Journal, 11 (2022) 4, S.7-26 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fuentes-Cancel, Dieter-Reynaldo) ORCID (Estrada-Molina, Odiel) ORCID (Delgado-Yanes, Nilda) ORCID (Zambrano-Acosta, Jimmy-Manuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0901
Schlagwörter	Foreign Countries; Faculty Development; Digital Literacy; Social Networks; Teacher Competencies; MOOCs; Instructional Effectiveness; College Faculty; Distance Education; Cuba + Suchen Sie Ihr Suchwort? Ausland; Social network; Soziales Netzwerk; Lehrkunst; Unterrichtserfolg; Fakultät; Distance study; Distance learning; Fernunterricht; Kuba
Abstract	Background/purpose: The training of teachers to use digital social networks implies a change in the cultural paradigm and new alternatives for the development of their digital skills. This research analyzes the effectiveness of a workshop-structured massive online open course (MOOC) to develop the teaching of digital skills associated with using digital social networks for educational purposes. Materials/methods: A quasi-experiment with pretest and posttest and intact groups was conducted. The population of the study was the teaching staff of Cuba's University of Informatics Science, with a sample of 30 teaching professors. Results: The statistical results justify that in the two experimental groups, the implementation of the MOOC was satisfactory as significant differences were evident. The results suggest and affirm that MOOC-type online courses are an appropriate means for the continuation of teacher training as professional development. It concludes by arguing challenges in teacher training to develop their digital skills, highlighting: (1) technological, social, and educational imaginary; and (2) teaching digital culture vs. cultural codes of the student body. Conclusion: The main contribution is the effectiveness of teacher training through the interaction and interactivity between the designed MOOC and learning activities conducted using Facebook, LinkedIn, and Telegram. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01