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Pre-service teachers’ perceptions and use
of social media in teaching practice
Konstantina
Kontopoulou
Research Day 25 Jun...
Social media and teaching practice
 Teaching practice is believed to be the most important
component of Teacher Education...
Main research questions
 How do pre-service teachers use social media in
their teaching practice?
 What are their percep...
Subsidiary questions
 SQ1. What are their initial perceptions about the usefulness of social
media in teaching practice?
...
Participants
3 groups of PGCE students undertaking teaching
practice
Each group will use a different social media tool
to ...
Data Gathering
Data will be collected at three points: before, during and
after teaching practice.
 Prior to teaching pra...
Selected Bibliography
 Archambault, L. and Kennedy, K. (2012) 'Offering preservice teachers field experiences
in K-12 onl...
 Buckingham, D. (2007) Beyond Technology. Children's Learning in the Age of Digital
Culture, Malden, MA: Polity Press.
 ...
Selected Bibliography
 Dede, C. (2008) 'A Seismic Shift in Epistemology', EDUCAUSE Review, 43(3), 80-81.
 OECD (2007) Pa...
Selected Bibliography
 Dede, C. (2008) 'A Seismic Shift in Epistemology', EDUCAUSE Review, 43(3), 80-81.
 OECD (2007) Pa...
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Pre service teachers' perceptions and use of social media in teaching practice

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Pre service teachers' perceptions and use of social media in teaching practice

  1. 1. Pre-service teachers’ perceptions and use of social media in teaching practice Konstantina Kontopoulou Research Day 25 June 2013
  2. 2. Social media and teaching practice  Teaching practice is believed to be the most important component of Teacher Education  The nature of this course may cause learners several problems; Stress, Isolation, Marginality  Can open, social and participatory media help? ‘A core function of Web 2.0 services is to support communication between users’ (Crook 2008)  Not many studies specifically deal with the integration of social media into teaching practice for peer interaction
  3. 3. Main research questions  How do pre-service teachers use social media in their teaching practice?  What are their perceptions about their use?  What factors facilitate or inhibit their use?
  4. 4. Subsidiary questions  SQ1. What are their initial perceptions about the usefulness of social media in teaching practice?  SQ2. Have their initial perceptions about social media in teaching practice changed after the integration of these media into the course? If so, how?  SQ3. Do they believe peer interaction while on teaching practice was important?  SQ4. Do they believe that their sense of community was enhanced by the integration of social media into the course?  SQ5. Has this integration contributed to their satisfaction and enhancement of professional knowledge?
  5. 5. Participants 3 groups of PGCE students undertaking teaching practice Each group will use a different social media tool to interact with their peers: Facebook, Twitter and Cloudworks
  6. 6. Data Gathering Data will be collected at three points: before, during and after teaching practice.  Prior to teaching practice 1st questionnaire  During teaching practice Online discussions on Facebook, Twitter, Cloudworks  After teaching practice 2nd questionnaire, Semi-structured interview
  7. 7. Selected Bibliography  Archambault, L. and Kennedy, K. (2012) 'Offering preservice teachers field experiences in K-12 online learning: a national survey of teacher education programs.', Journal of Teacher Education, 63(3), 185-200.  Aslan, S. and Reigeluth, C., M. (2011) 'A Trip to the Past and Future of Educational Computing: Understanding Its Evolution', CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2(1), 1-17.  Baek, S.G. and Ham, E.H. (2009) 'An evaluation study on the educational value of teaching practicum in secondary schools', Asia Pacific Education Review, 10(2), 271- 280.  Beck, C. and Kosnik, C. (Spring 2002) 'Components of a Good Practicum Placement: Student Teacher Perceptions', Teacher Education Quarterly, 29(2), 81-98.
  8. 8.  Buckingham, D. (2007) Beyond Technology. Children's Learning in the Age of Digital Culture, Malden, MA: Polity Press.  Clark, W. Logan, K. Luckin, R. Mee, A. and Oliver, M. (2009) 'Beyond Web 2.0: mapping the technology landscapes of young learners', Journal of Computer Assisted Learning, 25(1), 56-69.  Conole, G. (2012) Designing for Learning in an Open World, New York: Springer.  Conole, G. and Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. HEA Academy, York, UK. Retrieved on 4th June 2012 from the WWW: http://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf  Crook, C., Cummings, J., Fisher, T., Graber, R., Harrison, C., Lewin, C., Logal, K., Luckin, R.,Oliver, M. and Sharples, M. (2008) Web 2.0 technologies for learning: The current landscape – opportunities, challenges, and tensions. A Report Becta. Retrieved on the 28th of August 2012 from the World Wide Web: http://webarchive.nationalarchives.gov.uk/20101102103713/http://research.becta.org.u k/upload-dir/downloads/page_documents/research/web2_technologies_learning.pdf  Darling-Hammond, L. (2006) 'Constructing 21st- Century Teacher Education', Journal of Teacher Education, 57(3), 300-314. Selected Bibliography
  9. 9. Selected Bibliography  Dede, C. (2008) 'A Seismic Shift in Epistemology', EDUCAUSE Review, 43(3), 80-81.  OECD (2007) Participative Web and User-Created Content, Organisation for Economic Co-operation and Development.  Hou, H. (2012) Exploring the role of an online learning community in supporting preservice English language teachers’ school placement in a Chinese normal university. Ph.D. Thesis, University of Manchester.  Parks, S. (2010) 'A WebCT Discussion Forum During a TESL Practicum:Pre-Service Teachers' Perceptions of Learning', Canadian Journal of Applied Linguistics/ Revue Canadienne de linguistique appliquée, 13(1), 52-70.  Selwyn, N. (2013) Education in a Digital World: Global Perspectives on Technology and Education, New York, NY: Routledge.  Selwyn, N. (2012) 'Social Media in Higher Education'. The Europa World of Learning, 62nd ed. London: Routledge,  Wright, N. (2010) 'Twittering in teacher education: reflecting on practicum experiences', Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 259-265.
  10. 10. Selected Bibliography  Dede, C. (2008) 'A Seismic Shift in Epistemology', EDUCAUSE Review, 43(3), 80-81.  OECD (2007) Participative Web and User-Created Content, Organisation for Economic Co-operation and Development.  Hou, H. (2012) Exploring the role of an online learning community in supporting preservice English language teachers’ school placement in a Chinese normal university. Ph.D. Thesis, University of Manchester.  Parks, S. (2010) 'A WebCT Discussion Forum During a TESL Practicum:Pre-Service Teachers' Perceptions of Learning', Canadian Journal of Applied Linguistics/ Revue Canadienne de linguistique appliquée, 13(1), 52-70.  Selwyn, N. (2013) Education in a Digital World: Global Perspectives on Technology and Education, New York, NY: Routledge.  Selwyn, N. (2012) 'Social Media in Higher Education'. The Europa World of Learning, 62nd ed. London: Routledge,  Wright, N. (2010) 'Twittering in teacher education: reflecting on practicum experiences', Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 259-265.

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