The document discusses a study that examined student perceptions of using Twitter on an undergraduate degree course. 202 students enrolled in educational technology course modules used Twitter as part of their coursework. A survey found that the majority of students perceived that Twitter increased their learning and critical thinking. It also promoted collaborative aspects of the learning process and active student roles. Students felt Twitter helped them share knowledge, receive feedback, and discuss course content. It also allowed them to contact teachers and experts outside of the class, fostering informal learning. Overall, the study suggests that incorporating Twitter in this way contributed to enhancing the quality of learning and teaching for students.
Research Articles
I love tweeting in class, but.... A qualitative study of student perceptions of the impact of Twitter in large lecture classes Jenny Tatone, University of Oregon Tiffany Derville Gallicano, University of North Carolina at Charlotte Alec Tefertiller, University of Oregon
Preparing students for the global workplace: Current practices and future directions in international public relations education
Rajul Jain, DePaul University
Teaching media relationships: What’s in the textbooks? Justin E. Pettigrew, Kennesaw State University Kristen Heflin, Kennesaw State University
Teaching Briefs
From divide and conquer to dynamic teamwork: A new approach to teaching public relations campaigns Kristen Heflin, Kennesaw State University Shana Meganck, Virginia Commonwealth University
Research Articles
I love tweeting in class, but.... A qualitative study of student perceptions of the impact of Twitter in large lecture classes Jenny Tatone, University of Oregon Tiffany Derville Gallicano, University of North Carolina at Charlotte Alec Tefertiller, University of Oregon
Preparing students for the global workplace: Current practices and future directions in international public relations education
Rajul Jain, DePaul University
Teaching media relationships: What’s in the textbooks? Justin E. Pettigrew, Kennesaw State University Kristen Heflin, Kennesaw State University
Teaching Briefs
From divide and conquer to dynamic teamwork: A new approach to teaching public relations campaigns Kristen Heflin, Kennesaw State University Shana Meganck, Virginia Commonwealth University
Roles of perceived fit and perceived individual learning support in students’...eraser Juan José Calderón
Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention. Princely Ifinedo.
Abstract
Weblogs (or blogs) are increasingly being used in higher educational contexts. Not
much is known about the factors that influence students’ continued usage intention
of weblogs. This study uses the expectation-confirmation model (ECM) as its background
theoretical framework, and explores the roles of antecedent factors of perceived fit and
perceived individual learning support in the research model. A cross-sectional survey was
used to collect data from 108 undergraduate students taking a management information
systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject
matter were formulated and tested. The partial least squares (PLS) technique was used for
data analysis. The results strongly support the proposed hypotheses, indicating that
perceived fit, perceived individual learning support, perceived usefulness, confirmation,
and satisfaction have positive effects on students’ continued usage intentions of Weblogs.
The findings of this study have practical and theoretical implications, which are succinctly
discussed, and suggestions for future research outlined.
Keywords: Perceived fit, Perceived individual learning support, Continuance usage
intention, Weblogs, Students
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
Co creating learning experiences with studentsSue Beckingham
In this talk I will share some examples of where I have worked in partnership with students on co-created initiatives that have enabled us to explore the use of social media for learning and teaching.
Invited talk for Pedagogy and Pancakes https://chrisheadleand.com/pedagogy-and-pancakes/
AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS THE PEDAGOGICAL BEN...Thiyagu K
The use of ICT in teacher education programs has been gaining interest throughout the world. This interest places pressure on faculties of education to prepare a new generation of graduates capable of integrating a variety of technological tools into their personal and professional lives (Starkman, Neal. 2007). Argued that enabling teachers to make effective use of ICT as a tool for deep learning should be top priorities for both, pre-service and in-service programs, so as to overcome the most important challenge of the teaching profession, which is the preparation of students equipped with the skills needed for 21st century careers. The explosion of technological growth with Web 2.0 applications has opened up new learning possibilities for educational programs and blogs are a promising example of these new applications (Keegan and Desmond. 2002). Weblogs are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom. The application of weblogs in higher education, particularly in teacher preparation programs, has been documented very recently. Hence, the investigator proposed the title of the study has “Teacher Educators’ Perception towards the Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of weblog among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of weblog among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status, years of experience and educational qualification.
Study on Effects of Social Networks Usage on PG Studentsijtsrd
"In the business world the uses of ICT has been increased to such an extent that all the businesses are revolving the terms like cloud computing big data, internet of things IOT and effective uses of social network media. Due to dramatic changes in the communication arena, which has made drastic impact on the every aspects of human life. The education sector has also been witnessing a severe impact of social media and networks. Social networks has now become a consistent platform for today’s learners as a medium of sharing the thoughts, ideas, feeling and assisting in connecting friends, people, relatives and also as a learners platform. Dr. Sudhakar D. Bhoite | Miss - Snehal A. Patil | Miss Nisha S. Patil ""Study on Effects of Social Networks Usage on PG Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Fostering Innovation, Integration and Inclusion Through Interdisciplinary Practices in Management , March 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23078.pdf
Paper URL: https://www.ijtsrd.com/management/marketing-management/23078/study-on-effects-of-social-networks-usage-on-pg-students/dr-sudhakar-d-bhoite"
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
Pivot Points for Technology Integration (Tech & Learning Live Austin Keynote)Joan E. Hughes, Ph.D.
Dr. Hughes kicks off a day of professional development workshops and discussions with a presentation on developing a “distributed vision” for K-12 technology initiatives.
She believes the technology vision is not a piece of paper filed away but a new way of living and working – impacting day-to-day and long-range thinking, actions, decisions, and processes. She will share research-based examples of how schools successfully navigate this cultural shift to get all stakeholders on board and provide tips and tools you can use to replicate these success stories in your schools and districts.
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
With the development in technology, social networking sites are booming day by day which results that students are wasting their precious time scrolling up and down the pages in these social sites. Several types of research have been done to take care of this issue by creating applications for students in which they can post their inquiries and individuals solve them. This method of study demonstrated effectiveness for the understudies. Information was integrated through a narrative approach. This is the primary paper to methodically survey the literature on the utilization of web based media like Twitter in students training. So after doing all these researches we decided to write a review on this topic by adding some points and benefits of our application “Tweedle” . It is an android application build in such a way that a student follows their friends, teachers, scholars, graduates, and post graduates. It is somehow working as Twitter. As we know different people are having different opinions so everyone quotes different examples and different ways to make the students understand. With this sort of examining student will have the option to unmistakably comprehend the issue since he will get the arrangements in different ways Even this is also an interesting way of learning because a student will be eager to know the different answers to his problem. By using this application students use social media by not wasting the time. Pavandeep Kaur | Aliza | Pinky | Nikshep Chatta "Tweedle with Fun: An Educational Tool" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38153.pdf Paper URL : https://www.ijtsrd.com/engineering/computer-engineering/38153/tweedle-with-fun-an-educational-tool/pavandeep-kaur
Roles of perceived fit and perceived individual learning support in students’...eraser Juan José Calderón
Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention. Princely Ifinedo.
Abstract
Weblogs (or blogs) are increasingly being used in higher educational contexts. Not
much is known about the factors that influence students’ continued usage intention
of weblogs. This study uses the expectation-confirmation model (ECM) as its background
theoretical framework, and explores the roles of antecedent factors of perceived fit and
perceived individual learning support in the research model. A cross-sectional survey was
used to collect data from 108 undergraduate students taking a management information
systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject
matter were formulated and tested. The partial least squares (PLS) technique was used for
data analysis. The results strongly support the proposed hypotheses, indicating that
perceived fit, perceived individual learning support, perceived usefulness, confirmation,
and satisfaction have positive effects on students’ continued usage intentions of Weblogs.
The findings of this study have practical and theoretical implications, which are succinctly
discussed, and suggestions for future research outlined.
Keywords: Perceived fit, Perceived individual learning support, Continuance usage
intention, Weblogs, Students
The Impact of Social Media Technologies on Adult Learning IJECEIAES
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
Co creating learning experiences with studentsSue Beckingham
In this talk I will share some examples of where I have worked in partnership with students on co-created initiatives that have enabled us to explore the use of social media for learning and teaching.
Invited talk for Pedagogy and Pancakes https://chrisheadleand.com/pedagogy-and-pancakes/
AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS THE PEDAGOGICAL BEN...Thiyagu K
The use of ICT in teacher education programs has been gaining interest throughout the world. This interest places pressure on faculties of education to prepare a new generation of graduates capable of integrating a variety of technological tools into their personal and professional lives (Starkman, Neal. 2007). Argued that enabling teachers to make effective use of ICT as a tool for deep learning should be top priorities for both, pre-service and in-service programs, so as to overcome the most important challenge of the teaching profession, which is the preparation of students equipped with the skills needed for 21st century careers. The explosion of technological growth with Web 2.0 applications has opened up new learning possibilities for educational programs and blogs are a promising example of these new applications (Keegan and Desmond. 2002). Weblogs are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom. The application of weblogs in higher education, particularly in teacher preparation programs, has been documented very recently. Hence, the investigator proposed the title of the study has “Teacher Educators’ Perception towards the Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of weblog among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of weblog among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status, years of experience and educational qualification.
Study on Effects of Social Networks Usage on PG Studentsijtsrd
"In the business world the uses of ICT has been increased to such an extent that all the businesses are revolving the terms like cloud computing big data, internet of things IOT and effective uses of social network media. Due to dramatic changes in the communication arena, which has made drastic impact on the every aspects of human life. The education sector has also been witnessing a severe impact of social media and networks. Social networks has now become a consistent platform for today’s learners as a medium of sharing the thoughts, ideas, feeling and assisting in connecting friends, people, relatives and also as a learners platform. Dr. Sudhakar D. Bhoite | Miss - Snehal A. Patil | Miss Nisha S. Patil ""Study on Effects of Social Networks Usage on PG Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Fostering Innovation, Integration and Inclusion Through Interdisciplinary Practices in Management , March 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23078.pdf
Paper URL: https://www.ijtsrd.com/management/marketing-management/23078/study-on-effects-of-social-networks-usage-on-pg-students/dr-sudhakar-d-bhoite"
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
Pivot Points for Technology Integration (Tech & Learning Live Austin Keynote)Joan E. Hughes, Ph.D.
Dr. Hughes kicks off a day of professional development workshops and discussions with a presentation on developing a “distributed vision” for K-12 technology initiatives.
She believes the technology vision is not a piece of paper filed away but a new way of living and working – impacting day-to-day and long-range thinking, actions, decisions, and processes. She will share research-based examples of how schools successfully navigate this cultural shift to get all stakeholders on board and provide tips and tools you can use to replicate these success stories in your schools and districts.
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
With the development in technology, social networking sites are booming day by day which results that students are wasting their precious time scrolling up and down the pages in these social sites. Several types of research have been done to take care of this issue by creating applications for students in which they can post their inquiries and individuals solve them. This method of study demonstrated effectiveness for the understudies. Information was integrated through a narrative approach. This is the primary paper to methodically survey the literature on the utilization of web based media like Twitter in students training. So after doing all these researches we decided to write a review on this topic by adding some points and benefits of our application “Tweedle” . It is an android application build in such a way that a student follows their friends, teachers, scholars, graduates, and post graduates. It is somehow working as Twitter. As we know different people are having different opinions so everyone quotes different examples and different ways to make the students understand. With this sort of examining student will have the option to unmistakably comprehend the issue since he will get the arrangements in different ways Even this is also an interesting way of learning because a student will be eager to know the different answers to his problem. By using this application students use social media by not wasting the time. Pavandeep Kaur | Aliza | Pinky | Nikshep Chatta "Tweedle with Fun: An Educational Tool" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38153.pdf Paper URL : https://www.ijtsrd.com/engineering/computer-engineering/38153/tweedle-with-fun-an-educational-tool/pavandeep-kaur
Twitter and Teaching: to Tweet or not to Tweet?Sergej Lugovic
As increasingly more new skills are necessary for graduates entering the workplace or seeking employment, business leaders, politicians and educators suggest that if students are to succeed in today's world, they will require 21st century skills. However, there is no single agreed-upon set of skills. We argue that social media skills are becoming ever more important for employment and society should class them as important 21st-century skills from maintaining well-rounded social media profiles to more advanced data science and analytic skills. At the same time, such a demand affects the teaching process since teachers have to acquire new knowledge about the available tools. Twitter as a microblogging platform is definitely one of the tools that is a part of 21st-century social skills. Thus, by integrating it into the teaching process, Twitter can generate new experiences for both sides, the students and the teachers. In this paper, we conduct a descriptive review of the recent literature that covers Twitter use in teaching. We reviewed results from the top 100 retrieved research results in Web of Science on Twitter and teaching in the domains of social science, science technology, and arts and humanities. We analysed the results quantitatively in terms of content, methods, and methodologies and qualitatively as the description of results found in selected papers that meet certain criteria. This paper also discusses different research departure points for use in further research of the topic.
1 Social Media and Education Class Objectives • .docxjoyjonna282
1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarking_and_Research/Surveys_and_Studies/Social_Media_Survey.html�
2
Social media has also gained ...
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
This is perhaps the first in-depth qualitative study that shares insights about the perceived role of Twitter on the learning experience and the sense of classroom community from students’ perspectives in a large lecture class. We conducted four focus groups with a cumulative total of 27 students from a class of 269 students. Based on our data, we propose ways that Twitter might contribute to the sense of classroom community, which could be tested through quantitative research. We also identify ways that Twitter helps and undermines students’ learning experience. In addition, we found a surprising theme about Twitter fostering a sense of competition in the class when projected on the wall. This study concludes with recommendations for integrating Twitter in the large lecture class.
Keywords: Public relations, Twitter, classroom exercises
TEACHER EDUCATORS’ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
Wikis are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom, The application of blogs and wikis in higher education, particularly in teachers‘ preparation programs, has been documented very recently (Dunaway, Michelle. 2011). The majority of teachers are neither familiar, nor skilful in employing this tool in the process of learning. Exposure to this tool during pre-service and in-service preparation program is thought to be helpful in promoting willingness to use it in teaching career (Bassoppo-Moyo, 2006). Therefore, the current study is a trial to study reports on their perceptions towards the learning experiences they had during academic wikis and the advantages and disadvantages of incorporating this web technology into the curriculum. So that, the investigator proposed the title of the study is “Teacher Educators’ Perception towards the Pedagogical Benefits of Wiki in a Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of wiki among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of wiki among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Wiki with respect to their gender, age, subject, marital status, year of experience and educational qualification.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
Evaluación de t-MOOC universitario sobre competencias digitales docentes medi...eraser Juan José Calderón
Evaluación de t-MOOC universitario sobre competencias
digitales docentes mediante juicio de expertos
según el Marco DigCompEdu.
Julio Cabero-Almenara
Universidad de Sevilla, Sevilla, España
cabero@us.es
Julio Barroso--‐Osuna
Universidad de Sevilla, Sevilla, España
jbarroso@us.es
Antonio Palacios--‐Rodríguez
Universidad de Sevilla, Sevilla, España
aprodriguez@us.es
Carmen Llorente--‐Cejudo
Universidad de Sevilla, Sevilla, España
karen@us.es
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL LAYING DOWN HARMONIS...eraser Juan José Calderón
Proposal for a
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
LAYING DOWN HARMONISED RULES ON ARTIFICIAL INTELLIGENCE
(ARTIFICIAL INTELLIGENCE ACT) AND AMENDING CERTAIN UNION
LEGISLATIVE ACTS
Predicting Big Data Adoption in Companies With an Explanatory and Predictive ...eraser Juan José Calderón
Predicting Big Data Adoption in Companies With an Explanatory and Predictive Model
Predecir la adopción de Big Data en empresas con un modelo explicativo y predictivo. @currovillarejo @jpcabrera71 @gutiker y @fliebc
Ética y Revolución Digital
Revista Diecisiete nº 4 2021. Investigación Interdisciplinar para los Objetivos de Desarrollo Sostenible.
PANORAMA
Ética y Derecho en la Revolución Digital
Txetxu Ausín y Margarita Robles Carrillo
artículoS
¿Cuarta Revolución Industrial? El reto de la digitalización y sus consecuencias ambientales y antropológicas
Joaquín Fernández Mateo
Hacia una ética del ecosistema híbrido del espacio físico y el ciberespacio
Ángel Gómez de Ágreda y Claudio Feijóo
Aprendizaje-Servicio y Agenda 2030 en la formación de ingenieros de la tecnología inteligente
Angeles Manjarrés y Simon Pickin
Tecnología Humanitaria como catalizadora de una nueva arquitectura de Acción Exterior en España: Horizonte 2030
Raquel Esther Jorge Ricart
Revolución digital, tecnooptimismo y educación
Ricardo Riaza
Desafíos éticos en la aplicación de la inteligencia artificial a los sistemas de defensa
Juan A. Moliner González
notas y colaboraciones
Hacerse viral: las actividades artísticas y su respuesta ante los retos que impone la transformación digital
Marta Pérez Ibáñez
Salud digital: una oportunidad y un imperativo ético
Joan Bigorra Llosas y Laura Sampietro-Colom
El futuro digital del sector energético
Beatriz Crisóstomo Merino y María Luz Cruz Aparicio
Innovación y transformación digital en las ONG. La visión de Acción contra el Hambre
Víctor Giménez Sánchez de la Blanca
El impacto de la inteligencia artificial en la Sociedad y su aplicación en el sector financiero
María Asunción Gilsanz Muñoz
La ética en los estudios de ingeniería
Rafael Miñano Rubio y Gonzalo Génova Fuster
An ethical and sustainable future of work
David Pastor-Escuredo, Gianni Giacomelli, Julio Lumbreras y Juan Garbajosa
Los datos en una administración pública digital - Perspectiva Uruguay
María Laura Rodríguez Mendaro
Ciudades y digitalización: construyendo desde la ética
David Pastor-Escuredo, Celia Fernandez-Aller, Jesus Salgado, Leticia Izquierdo y María Ángeles Huerta
#StopBigTechGoverningBigTech . More than 170 Civil Society Groups Worldwide O...eraser Juan José Calderón
#StopBigTechGoverningBigTech: More than 170 Civil Society Groups Worldwide Oppose Plans for a
Big Tech Dominated Body for Global Digital Governance.
Not only in developing countries but also in the US and EU, calls for stronger regulation of Big Tech
are rising. At the precise point when we should be shaping global norms to regulate Big Tech, plans
have emerged for an ‘empowered’ global digital governance body that will evidently be dominated
by Big Tech. Adding vastly to its already overweening power, this new Body would help Big Tech
resist effective regulation, globally and at national levels. Indeed, we face the unbelievable prospect
of ‘a Big Tech led body for Global Governance of Big Tech’.
PACTO POR LA CIENCIA Y LA INNOVACIÓN
8 de febrero de 2021.
El conocimiento y la innovación son esenciales para mantener y mejorar el bienestar social y el crecimiento
económico. La competitividad y la productividad del tejido económico depende, casi en exclusiva, de la
cantidad de conocimiento avanzado incorporado por la actividad productiva y, por ende, de su continua
renovación. La investigación en las ciencias naturales, sociales y humanas es fuente de valores y
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Melani Penna Tosso * Mercedes Sánchez SáinzCristina Mateos CasadoUniversidad Complutense de Madrid, España
Objetivos: Especificar las principales dificultades percibidas por las profesoras y los departamentos y equipos de orientación en relación con la atención a las diversidades en la actual situación de pandemia generada por el COVID-19. Exponer las prácticas educativas implementadas por dichas profesionales para disminuir las desigualdades. Visibilizar desigualdades de género que se dan en el ámbito educativo, relacionadas con la situación de pandemia entre el alumnado, el profesorado y las familias, desde una perspectiva feminista. Analizar las propuestas de cambio que proponen estas profesionales de la educación ante posibles repeticiones de situaciones de emergencia similares.
Resultados: Los docentes se han visto sobrecargados por el trabajo en confinamiento, en general el tiempo de trabajo ha tomado las casas, los espacios familiares, el tiempo libre y los fines de semana. Las profesionales entrevistadas se ven obligadas a una conexión permanente, sin limitación horaria y con horarios condicionados por las familias del alumnado. Se distinguen dos períodos bien diferenciados, en que los objetivos pasaron de ser emocionales a académicos. Como problemática general surge la falta de coordinación dentro los centros educativos.
Método: Análisis de entrevistas semiestructuradas a través de la metodología de análisis crítico de discurso.
Fuente de datos: Entrevistas
Autores: Melani Penna Tosso, Mercedes Sánchez Sáinz y Cristina Mateos Casado
Año: 2020
Institución: Universidad Complutense de Madrid
País al que refiere el análisis: España
Tipo de publicación: Revista arbitrada
"Experiencias booktuber: Más allá del libro y de la pantalla"
Maria Del Mar Suárez
Cristina Alcaraz Andreu
University of Barcelona
2020, R. Roig-Vila (Coord.), J. M. Antolí Martínez & R. Díez Ros (Eds.), XARXES-INNOVAESTIC 2020. Llibre d’actes / REDES-INNOVAESTIC 2020. Libro de actas (pp. 479-480). Alacant: Universitat d'Alacant. ISBN: 978-84-09-20651-3.
Recursos educativos abiertos (REA) en las universidades españolas. Open educational resources (OER) in the Spanish universities. Gema Santos-Hermosa; Eva Estupinyà; Brigit Nonó-Rius; Lidón París-Folch; Jordi Prats-Prat
Pensamiento propio e integración transdisciplinaria en la epistémica social. ...eraser Juan José Calderón
Pensamiento propio e integración
transdisciplinaria en la epistémica social
Arlet Rodríguez Orozco.
Resumen. La educación evoluciona en la vida del estudiante
(ontogenia) y en la vida del sistema escolar (filogenia). Estas
rutas pueden consolidar la continuidad o producir un cambio en la formación del pensamiento propio como estrategia
pedagógica. La experiencia que expongo sucedió durante los
ciclos 2015-1 y 2016-1 al dictar la materia Epistemología de
la Investigación a nivel licenciatura en Estudios Sociales y Gestión Local en la unidad enes (unam) de Morelia. He basado la
praxis educativa en dinámicas de colaboración, buscando arraigar la formación cognitiva del pensamiento propio en jóvenes
aprendices del estudio social. El descubrimiento constante, la
recuperación del pensamiento en tiempo presente y el reconocimiento recíproco produjeron resultados sintéticos dispuestos
aquí para la develación reflexiva.
Escuela de Robótica de Misiones. Un modelo de educación disruptiva. 2019, Ed21. Fundación Santillana.
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María Aurelia Escalada
Colaboradores:
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Flavia Morales
Julio Alonso
Covid-19 and IoT: Some Perspectives on the Use of IoT Technologies in Prevent...eraser Juan José Calderón
Covid-19 and IoT: Some Perspectives on the Use of
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Innovations in Education and Teaching International
ISSN: 1470-3297 (Print) 1470-3300 (Online) Journal homepage: http://www.tandfonline.com/loi/riie20
To tweet or not to tweet: Student perceptions of
the use of Twitter on an undergraduate degree
course
Víctor Abella-García, Vanesa Delgado-Benito, Vanesa Ausín-Villaverde &
David Hortigüela-Alcalá
To cite this article: Víctor Abella-García, Vanesa Delgado-Benito, Vanesa Ausín-Villaverde &
David Hortigüela-Alcalá (2018): To tweet or not to tweet: Student perceptions of the use of Twitter
on an undergraduate degree course, Innovations in Education and Teaching International, DOI:
10.1080/14703297.2018.1444503
To link to this article: https://doi.org/10.1080/14703297.2018.1444503
Published online: 01 Mar 2018.
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4. 2 V. ABELLA-GARCÍA ET AL.
media network in the classroom (Haythornthwaite, 2016). Moreover,Twitter is an open social
network in which all users interact on equal terms.Thus,Twitter promotes professional devel-
opment (Hitchcock & Young, 2016), extends the Personal Learning Network of the student
(Luo, Sickel, & Cheng, 2017), and serves as a channel through which pre-service teachers can
interact with in-service teachers and benefit from their greater expertise (Holotescu &
Grosseck, 2009).
The majority of studies on Twitter in Higher Education have been in the social sciences
and the humanities (seeTang & Hew, 2017). However, we hardly have any empirical evidence
of its use and its effects on learning. Most of the research conducted usingTwitter in Higher
Education showed a positive effect on the learning process (Abella & Delgado, 2015;
Chawinga, 2017). Some studies have reported that Twitter helped students to build their
metacognitive skills (Prestridge, 2014) and promoted a positive impact on learning outcomes
(Kim et al., 2015). Other experiences have shown that it helps to increase the degree of
commitment of both students and professors in the teaching-learning activities (Hitchcock
& Young, 2016; Junco, Elavsky, & Heiberger, 2013). It is also a good instrument to promote
informal learning (Gao & Darr, 2016). The use of Twitter on an assignment can at times have
surprising consequences. It may, as McKenzie (2014) pointed out, attract the participation
of other people not enrolled on the course in the discussions under a hashtag that is specific
to the class. These interactions mean that students learn from people outside of the class-
room, in some cases even experts related with the discipline.
The aim of this paper is to analyse the impact of Twitter on the learning process and
whether Twitter contributes to critical thinking skills, to active student roles, and to collab-
orative learning. Our research questions are as follows:
• Will the use of horizontal and open social networks promote critical thinking?
• What perceptions will students have about what they learn using Twitter?
• Will the use of Twitter foster active student roles?
• Will the use of Twitter promote collaborative learning?
Method
Description of the activity
The students participating in this study were following mandatory course modules in
EducationalTechnology that form part of three different degrees: Pedagogy (first semester),
Primary Education (first semester), and Early Childhood (second semester). Twitter was
included in the syllabus and was a mandatory part of the practices on the course programme.
The same activity was independently developed on all three degree courses.
The main purpose of the activity was to introduce students toTwitter from an educational
point of view, thereby contributing to the development of a learning environment in which
they can continue to learn after the end of the course. Dennen (2008) indicated that many
students behave as lurkers in learning environments (i.e. although logged in, they are passive
users who do not participate). As an obstacle to lurking, we asked each student to produce
at least 100 tweets of educational content related to the subject (personal reflections, rele-
vant information on educational technology, retweeting other tweets, information on assign-
ments completed, etc.). They not only have to reach that number of 100 tweets, but they
5. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL 3
also have to participate actively in an online learning community where they are expected
to provide information and to learn from the information published by others.
At first, an explanation was given on how to use the social network known asTwitter and
some advice on how to complete the assignment properly (check the information, find
reliable information, how to write a good tweet, etc.). In the activity, the students were also
asked to do the following:
• Include a profile picture, a short description, to change the background (or theme) and
to add the address of the blog created for the course.
• Follow a minimum of 30 teachers or EdTech experts. For that purpose, a list of teachers
and EdTech experts on Twitter was given to them (http://goo.gl/cHsHD).
• All their tweets had to include the specific hashtag of the group (#PrimUBU15,
#PedUBU15, #InfUBU16).
The teachers on the courses also participated in the community, although principally by
retweeting the tweets from students, so that they were widely disseminated to reach as
large an audience as possible.
Sample
In all, 202 students following undergraduate degree courses at the University of Burgos in
Pedagogy (n = 38), Primary Education (n = 104), and Early Childhood (n = 60) participated
in the activity.The age range of the participants was between 18 and 39 years old (M = 19.75;
SD = 2.7). 16.3% (n = 33) were men and 83.7% (n = 169) were women.
Instruments
Perceived Learning Questionnaire
Perceived learning is considered as an alternative to standardised exams (Richmond, Gorham,
McCroskey, 1987).There is no previous questionnaire to assess perceived learning through
the use of social networks, so we developed one from the questionnaire proposed by Halic,
Lee, Paulus, and Spence (2010).The Perceived Learning Questionnaire had 5 items to evaluate
a unique factor, each item was scored on a five-point Likert scale where 1 was the highest
degree of disagreement and 5 the highest degree of agreement.
The effects of using Twitter during the course
The questionnaire section on the effects of Twitter use during the course was developed
from one designed by Arquero and Romero-Frías (2013) for the assessment of a closed social
network. It was therefore necessary to adjust some of the questions, so that they were con-
sistent with the use of an open social network, as in case of Twitter. In this study we used
the items related to:
• Active student roles.
• The promotion of critical thinking.
• Collaborative learning.
All the items were answered by using a Likert-type scale with five possible responses
(strongly disagree to strongly agree).
6. 4 V. ABELLA-GARCÍA ET AL.
Procedure
The study complied with the ethical values and practices required for educational research:
informed voluntary consent, the right to information, data protection and guarantees of
confidentiality, anonymity, and non-discrimination.
A week before the end of the course, both questionnaires were handed in person to the
students.The questionnaires were administered during mandatory practical classes, to guar-
antee the maximum number of completed questionnaires.
The American Educational Research Association’s Code of Ethics (2011) permits incentives
to be offered for participation in research, as long as those incentives are neither excessive,
nor inappropriate. One widely used method in Higher Education is extra credit (Roberts
Allen, 2015). In this study, the students received an extra credit for their participation and
completion of the questionnaire, as a way of indicating appreciation for their participation.
Completion of the questionnaire was voluntary, in order to ensure that there were no per-
ceptions of coercion (Roberts Allen, 2015).
Results
An exploratory factorial analysis was performed for the validation of the Perceived Learning
Questionnaire.The results showed that there was only one factor with an eigenvalue greater
than 1, which explained 54.39% of the variance. All factor loadings, ranging between .53
and .81, were significant. Confirmatory Factorial Analysis showed the following indexes to
evaluate the absolute fit (GFI = .997, RMSEA = .000), the incremental fit (CFI = 1), and the
parsimonious fit (χ2
/df = .425).We can conclude from the results that the Perceived Learning
Questionnaire was unidimensional and had adequate psychometric properties.
An essential aspect of any innovation process is to improve student learning. The results
showed that the use of Twitter generated an increase in Perceived learning among most
students (Table 1). A total of 88.1% of the students considered that microblogging has helped
them to share educational experiences and, in this case, as it is through an open network,
it is not exclusively with their classmates. A majority (74.7%) also thought that usingTwitter
can generally help them in the way they learn. They also sensed that Twitter fostered dis-
cussion (71.3%) and that it gave them feedback on their tweets (72.8%), which meant their
learning experience was more rewarding. Finally, the results also showed that 67.4% of the
students had done more than the recommended amount of reading thanks to the informa-
tion they received via Twitter.
The results for increased active participation among students were satisfactory (Table 2).
It is notable that 74.8% of students considered that the use ofTwitter had led them to become
Table 1. Learning perceived by the students during the activity in Twitter.
M Agree (%) Disagree (%)
Twitter has helped me to share knowledge and educational experiences with
other people
4.27 88.1 3
I believe that incorporating Twitter in teaching can help my overall learning
experience
3.96 74.7 6.5
I think that other people’s comments about my tweets are important 3.89 72.8 5.5
The discussions on Twitter help me to understand other points of view 3.88 71.3 5
The information I get access to through Twitter has encouraged me to read
more information related to the subject
3.80 67.4 8.4
7. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL 5
more involved in that course than in other modules following more traditional methods. A
total of 77.2% also recognised that the use of the social network contributed to lifelong
learning, and 78.7% agreed or strongly agreed that it has even allowed them to look up
resources related to the subject on their own. However, only 53% of the students considered
that the use of Twitter had enabled them to organise the course in a flexible way. Finally, it
was striking that 83.6% considered that the network had made it easier for them to contact
other active teachers and/or professors not enrolled on the course, which contributed to
their informal learning processes.
The main purpose of a social network is to create links between people, in our case, to
put students in contact with each other and with other teaching experts. This contact pro-
motes discussion and encourages students to take an interest in the subject contents from
different perspectives (Table 3). Among the students, 72.2% agreed with the idea that critical
thinking had been fostered in relation to the subject contents and 72.8% considered that
this type of thinking had also been fostered in relation to the contents available on the
Internet.The same percentage of students thought that usingTwitter had enabled them to
develop critical and reflexive attitudes towards the opinions of other classmates. Finally, the
students clearly considered that the use of Twitter had enabled them to express their opin-
ions more freely than in the classroom.
An open social network was also used with the intention of promoting the participation
and cooperation of the students with each other and with other people outside the class.
Students gave high scores to such issues as sharing ideas with others, having other points
of view, and disseminating one’s own ideas, as in most cases, over 80% of students agreed
(Table 4). The only case in which that percentage was not exceeded was when assessing
whether the use ofTwitter helped students to try to solve the doubts and the problems that
emerge on the net. Still, 75.3% agreed with that statement and we should take into account
that the network was not used to enter into direct contact with the teachers as in a tutorial.
Instead, total freedom of interaction was given, i.e. students were encouraged to raise doubts
Table 2. The students’active role.
Using Twitter M Agree (%) Disagree (%)
Has made me feel more involved in the subject than in traditional classes 3.98 74.8 6.4
Has allowed me to learn about and to use tools which are useful to keep my
professional knowledge updated in the future
3.99 77.2 3.5
Has allowed me to learn by myself after gathering additional information,
consulting other resources, etc.
4.01 78.7 3.5
Allows students to manage their own time and to prepare the subject contents
in a more flexible way
3.51 53 11.4
Allows students to contact other active teachers/professors in an easy way 4.19 83.6 2
Table 3. Promotion of critical thinking when using the social network.
Using Twitter M Agree (%) Disagree (%)
Has enabled me to better develop critical and reflexive attitudes towards the
contents and materials of the subject
3.84 72.2 4
Has enabled me to better develop critical and reflexive attitudes towards the
contents available on Internet
3.90 72.8 2.5
Has enabled me to better develop critical and reflexive attitudes towards other
students’opinions
3.89 72.8 4.5
Has enabled me to express my opinions and points of view more freely than in
class
4.24 83.2 2
8. 6 V. ABELLA-GARCÍA ET AL.
and ask questions that not only the teacher and fellow students could answer, but other
people outside the class as well.
Discussion
The aim of this study was to verify the effects that the use of an open social network has on
certain aspects related to student learning. In terms of an educational experience, the results
showed positive effects.This activity has been innovative for our students, because up until
then they had understood the use of Twitter from the point of view of leisure and had not
considered Twitter as a potential educative tool. The use of Twitter on the course appeared
innovative to the students and may be a motivational factor to promote their engagement
with the activity. Twitter is easy to use, which is very important in any explanation of the
success of this innovative activity. A key personal factor in the acceptance and use of certain
technology in theTechnological Acceptance Model (Davis, Bagozzi, Warshaw, 1989) is that
its use implies little or no effort. Further research along these lines should conduct in-depth
investigations into the motivational factors that underlie the acceptance and use ofTwitter,
such as attitudes towards ICT and perceived usefulness.
Most studies that involve questionnaires on educationally innovative activities inquire
into satisfaction levels, without studying the impact on learning activities. Although it is
substantially more difficult to take into account the impact that these innovative activities
can have on learning, a questionnaire on Perceived learning was developed for our activities
that involved student participation within a wide community. Thus, it appears appropriate
to analyse the impact that this activity has had on Perceived learning. Most of the participants
indicated that their experience using Twitter was positive from an educational perspective
and that it was useful in their learning.The most valued was the possibility of sharing expe-
riences and knowledge with other people. Students also valued the opportunity of exchang-
ing ideas with other people on the network. Thoms and Eryilmaz (2015) considered that
Twitter falls short of increasing levels of Perceived learning and makes no direct contribution
to learning. In their study Twitter was only used to promote interaction between students
enrolled on the course, and the activity required to tweet thoughts on one article and to
discuss it. Instead, our educational experiment has provided students with an open learning
environment in which they can relate to service teachers and EdTech teachers, and by doing
so, they can engage in virtual conversations with these groups, obtain information on current
professional practice and share information, in order to contribute to the debate about
education. This connected environment links up with the ideas of the theory of connected
learning, which takes place when a young person is able to follow an interest with the
Table 4. Collaborative aspects of the learning process.
Using Twitter M Agree (%) Disagree (%)
Allows everyone to benefit from other people’s published contributions 4.32 89.6 1.5
Allows students to benefit from other classmates’published contributions 4.30 87.6 .5
Encourages students to solve other people’s doubts and problems 3.95 75.3 4
Fosters the dissemination of the students’own ideas and points of view, which
can therefore influence other people’s opinions
4.10 82.1 2.2
Helps students to consider and learn from other points of view regarding
problems and cases
4.02 80.7 2
9. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL 7
support of friends and adult advisors, and at some time is able to transfer this learning to
academic achievement (Ito et al., 2013).
The policies of the European Higher Education Area have changed many educational
attitudes, one of which is the role of students in the teaching-learning process.The student
is encouraged to assume an active and a participative role, and social networks are tools
that can, from an educational point of view, foster active and participative student roles. In
our study, the use ofTwitter has opened up the class to society, and one of the most impor-
tant consequences of introducing pre-service teachers to Twitter is that it has helped them
develop a Personal Learning Network and to connect with educators. Lifelong learning is
essential, in order for both pre-service teachers and in-service teachers to advance in their
professional development. Hence, the informal learning environment provided by Twitter
can extend their undergraduate curricula and support professional development. So, as
Abella and Delgado (2015) pointed out, theoretical University education is joined to the
practical reality of the lecture rooms from the very first levels of initial teacher training.
Interacting with one’s own classmates and with people outside the class is very enriching,
as students can learn from different opinions on the subjects imparted in class. This aspect
would be key from a connectivism perspective, as learning happens when there are divergent
points of view (Siemens, 2004). It also contributes to the development of critical thinking,
as stated by the students themselves, as such a diversity of opinions leads them to think
more deeply and to exercise a more critical spirit towards the contents that they see on the
Internet. As well as learning from other points of view, using Twitter has enabled them to
develop critical attitudes towards opinions that might differ from their own. It has moreover
enabled them to express their opinions and to debate much more freely than in class. From
that point of view, the aim is, in educational terms, to take advantage of the fact that online
socialisation has become an important part of the lives of young people (Smith, Hewitt,
Skrbiš, 2015).
The use of a social network has achieved higher levels of involvement among the students
on the course. Furthermore, the results of our study have shed light on how social networks
have helped students to learn contents, which is the ultimate goal of any educational inno-
vation process. Our results have also shown that using a social network has been a motivating
factor in working harder in that subject and has even increased students’ interest in ICTs
from an educational perspective. In addition, the educational activity under development
has helped students to see the social media as an educational element, which can contribute
to informal learning and to lifelong education.
There are several limitations to this study. We must take into account that this research
is based on a unique, self-reported questionnaire and the data were obtained in a single-con-
text where the use of Twitter was mandatory, and the teachers established a threshold of
tweets that had to be reached. These conditions mean that participants are likely to rate
Twitter positively, to use it more frequently and to express fewer negative comments (Tang
Hew, 2017). Further research is needed on the moderator effect of voluntariness to use
Twitter in educational experiences. Future research lines should also analyse the moderator
effect of different social factors such as sex, ethnicity, social class, etc. Additionally, it should
address the privacy of students and the relationship between the digital identity of the
student and future professional development. This proposal is necessary, because we
observed that most of our students separated their personal Twitter account from their
educationalTwitter account, and only used the latter for academic-related matters. Related
10. 8 V. ABELLA-GARCÍA ET AL.
to this, future research should develop longitudinal studies to analyse whether these edu-
cational accounts are still being used once the course is over and how the students can
integrate their professional digital identity into their personal digital identity.
In summary, the results of our study on the use ofTwitter have been positive.Twitter has
served as a professional tool for our students, adding value to traditional face-to-face classes.
Students are users of social media, but some research has suggested that younger students
wish to chat with their friends in private (Gunuc, Misirli, Odabasi, 2013) and they are not
fully aware of the impact of social media on their professional identity (Daly Mansfield,
2014). Merely because our students grew up in the era of social media, we can neither assume
that they are able to use social media in effective ways, nor that they are capable of critical
reflection on the impact of social media in their lives. Hence, we must continue to offer our
students experiences that show the impact of social media on their professional develop-
ment and on their digital identity. According to Hitchcock andYoung (2016), these kinds of
experiences increase the media skills of the students and their critical thinking on the impli-
cations of social media use and on the content that they share on the social media and on
the Internet. We believe that we can use the characteristics offered by Twitter to create
learning communities that can improve both the early and the lifelong education of our
students.Twitter is a good tool for this proposal, because there are already large communities
of teachers that use Twitter (see #edchat or #edtech), and we must take into account that
many studies have revealed that those students who work in a collaborative way learn better
than those who work individually (Cen, Ruta, Powell, Hirsch, Ng, 2016).
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
VíctorAbella-García is an ICT and e-learning specialist. He is currently the head of theVirtual Learning
Centre of the University of Burgos. His current interest include research and development of strategies
to develop effective e-learning courses and to include effectively the ICT in the pedagogical practices.
Vanesa Delgado-Benito, PhD, is the director of the Didactics and School Organisation Area of the
University of Burgos. His current interest includes research on teacher training and strategies to include
effectively the ICT in the pedagogical practices.
VanesaAusín-Villaverde, PhD, is a teacher in the Department of Educational Sciences of the University
of Burgos. She specialises in subjects of the ICT applied to education. Among my lines of research, we
can highlight inclusive education and the application of information and communication technologies
in the initial training of future teachers.
David Hortigüela-Alcalá, PhD, is the director of the Didactics of Corporal Expression Area, University
of Burgos. He is the coordinator of International Mobility of the Faculty of Education. He specialises in
assessment in higher education, the application of active and participative methodologies in the class-
room and the treatment of the teaching competences. Researcher profile: http://bit.ly/dhortigüelacv.
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