The document discusses a research study examining pre-service teachers' perceptions and use of social media during their teaching practice. The study will gather data from three groups of pre-service teachers before, during, and after their teaching practice. Each group will use a different social media tool (Facebook, Twitter, or Cloudworks) to interact with peers. The research aims to understand how social media is used, teachers' perceptions of its use, and factors influencing its use. It also lists several related research questions and selected bibliographic references on the topic.

1. Pre-service teachers’ perceptions and use
of social media in teaching practice
Konstantina
Kontopoulou
Research Day 25 June
2013

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. 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. 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. 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. 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. 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.  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. 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. 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.