Social Networking from a Transmedia Perspective: The Development of Reflective and Digital Competencies of Student-Teachers

Autor/inn/en	Esteve-Mon, Francesc M.; Sánchez-Caballé, Anna; Llopis-Nebot, María Ángeles
Titel	Social Networking from a Transmedia Perspective: The Development of Reflective and Digital Competencies of Student-Teachers
Quelle	In: Journal of Educational Multimedia and Hypermedia, 30 (2021) 3, S.209-231 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Student Teachers; Social Networks; Technological Literacy; Teaching Methods; Learning Processes; Critical Thinking; Learner Engagement; Intervention; Reflection; Teacher Education Programs; Instructional Design; Social Media; Information Technology; Technology Integration; Preschool Teachers; Elementary School Teachers; Student Attitudes; Comparative Analysis + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Social network; Soziales Netzwerk; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kritisches Denken; Lesson concept; Lessonplan; Unterrichtsentwurf; Soziale Medien; Informationstechnologie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten
Abstract	The use of social networks has shown beneficial effects in the teaching-learning process, as well as highlighting its positive impact on student engagement and critical thinking. Likewise, integrating technology in higher education contributes to the developing of digital competence. However, it is still necessary to rethink the use of social media from a pedagogical viewpoint and from a transmedia perspective. The purpose of this study is to describe how an educational intervention with social networks, designed from a transmedia perspective, contributes to developing reflective and digital competencies of student-teachers. Participating in this study were 126 student-teachers. The results show that the intervention allowed high participation, was valued to be very satisfactorily, and it has turned out to be a facilitating element in terms of digital competence. Regarding the manifestation of critical thinking, most contributions were classified as superficial pre-reflections. More reflective training in needed to manifest a deep critical thought through the networks. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01