Developing Trainee Teachers’ Social and Technological Skills: Using Twitter to Highlight Social Problems

Developing Trainee Teachers’ Social and Technological Skills: Using Twitter to Highlight Social Problems

Training teachers means confronting them with challenges that enable them to develop social and technological skills for their future career. This article seeks to understand which social problems teachers draw attention to on Twitter and the educational arguments they put forward to address them in...

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Autores principales: Navarro-Medina, Elisa, Pérez-Rodríguez, Noelia, de Alba-Fernández, Nicolás
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
Acceso en línea:https://redie.uabc.mx/redie/article/view/4228
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spelling redie-article-42282024-05-03T19:08:32Z Developing Trainee Teachers’ Social and Technological Skills: Using Twitter to Highlight Social Problems Desarrollo de competencias sociales y tecnológicas de maestros en formación: visibilizando problemas sociales con Twitter Navarro-Medina, Elisa Pérez-Rodríguez, Noelia de Alba-Fernández, Nicolás alfabetización informacional educación ciudadana problemas sociales redes sociales formación de docentes de primaria information literacy citizenship education social problems social media primary teacher training Training teachers means confronting them with challenges that enable them to develop social and technological skills for their future career. This article seeks to understand which social problems teachers draw attention to on Twitter and the educational arguments they put forward to address them in class. The digital sources used were also examined. The sample comprised 574 students of the bachelor’s degree in primary education at the University of Seville, and our research was conducted in three phases with two types of coding, open and axial, based on grounded theory. The analysis yielded 19 social problems, 4 levels of complexity of educational arguments, and 12 most frequent sources of information. The findings show a need to develop skills to improve the critical filtering of information obtained from digital media and the communication of social problems that can potentially be used in education. Our conclusions highlight the viability of these activities in promoting social media as tools to further knowledge for teaching. La formación de maestros requiere enfrentarlos a retos que les permitan desarrollar competencias sociales y tecnológicas para su futura profesión. Este artículo se propone conocer los problemas sociales que los maestros visibilizan a través de Twitter y los argumentos didácticos que ofrecen para trabajarlos en el aula. Adicionalmente, se han investigado las fuentes digitales utilizadas. La muestra estuvo compuesta por 574 estudiantes del grado de Educación Primaria de la Universidad de Sevilla. La investigación se ha realizado en tres fases, con dos codificaciones: en abierto y axial, siguiendo la teoría fundamentada. Del análisis resultaron visibilizados 19 problemas, 4 niveles de complejidad de argumentos didácticos y 12 fuentes de información más frecuentes. Los hallazgos muestran la necesidad de promover competencias para mejorar la filtración crítica de información obtenida de medios digitales y la visibilización de problemas sociales potencialmente didácticos. Las conclusiones resaltan la viabilidad de estas actividades para fomentar los medios sociales como herramientas en la elaboración de conocimiento didáctico. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-01-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip https://redie.uabc.mx/redie/article/view/4228 10.24320/redie.2022.24.e29.4228 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-16 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-16 1607-4041 spa https://redie.uabc.mx/redie/article/view/4228/2327 https://redie.uabc.mx/redie/article/view/4228/2328 https://redie.uabc.mx/redie/article/view/4228/2353 https://redie.uabc.mx/redie/article/view/4228/2332 Derechos de autor 2023 Elisa Navarro-Medina, Noelia Pérez-Rodríguez, Nicolás de Alba-Fernández https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Navarro-Medina, Elisa
Pérez-Rodríguez, Noelia
de Alba-Fernández, Nicolás
spellingShingle Navarro-Medina, Elisa
Pérez-Rodríguez, Noelia
de Alba-Fernández, Nicolás
Developing Trainee Teachers’ Social and Technological Skills: Using Twitter to Highlight Social Problems
author_facet Navarro-Medina, Elisa
Pérez-Rodríguez, Noelia
de Alba-Fernández, Nicolás
author_sort Navarro-Medina, Elisa
title Developing Trainee Teachers’ Social and Technological Skills: Using Twitter to Highlight Social Problems
title_short Developing Trainee Teachers’ Social and Technological Skills: Using Twitter to Highlight Social Problems
title_full Developing Trainee Teachers’ Social and Technological Skills: Using Twitter to Highlight Social Problems
title_fullStr Developing Trainee Teachers’ Social and Technological Skills: Using Twitter to Highlight Social Problems
title_full_unstemmed Developing Trainee Teachers’ Social and Technological Skills: Using Twitter to Highlight Social Problems
title_sort developing trainee teachers’ social and technological skills: using twitter to highlight social problems
description Training teachers means confronting them with challenges that enable them to develop social and technological skills for their future career. This article seeks to understand which social problems teachers draw attention to on Twitter and the educational arguments they put forward to address them in class. The digital sources used were also examined. The sample comprised 574 students of the bachelor’s degree in primary education at the University of Seville, and our research was conducted in three phases with two types of coding, open and axial, based on grounded theory. The analysis yielded 19 social problems, 4 levels of complexity of educational arguments, and 12 most frequent sources of information. The findings show a need to develop skills to improve the critical filtering of information obtained from digital media and the communication of social problems that can potentially be used in education. Our conclusions highlight the viability of these activities in promoting social media as tools to further knowledge for teaching.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4228
_version_ 1798984266905812992

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