Health and Physical Education Teacher Education 2.0: Pre-Service Teachers' Perceptions on Developing Digital Twitter Skills

Autor/inn/en	Hyndman, Brendon P.; Harvey, Stephen
Titel	Health and Physical Education Teacher Education 2.0: Pre-Service Teachers' Perceptions on Developing Digital Twitter Skills
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 2, S.34-50, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Web 2.0 Technologies; Educational Technology; Technology Uses in Education; Preservice Teachers; Telecommunications; Technological Literacy; Foreign Countries; Student Attitudes; Health Education; Physical Education; Barriers; Cooperation; Teaching Methods; Privacy; Australia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Technisches Wissen; Ausland; Schülerverhalten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Privatsphäre; Australien
Abstract	The advent of Web 2.0 technologies such as Twitter are reflective of an improved capacity for global educative collaboration. Yet there is an absence of research determining the potential of social media within Health and Physical Education Teacher Education (HPETE). The aim of this paper was to therefore determine pre-service teachers' (PSTs) perceptions of the potential of using Twitter within H-PETE training. The study was underpinned by a constructivist online learning framework. PSTs (n=35) enrolled at a regional Australian university were recruited to participate via online survey. Themes revealed PSTs perceived Twitter could be valuable during HPETE for facilitating learning, technology engagement, capturing international insight, enhancing collaboration and communication. In contrast, PSTs described potential barriers to using Twitter relating to receiving adequate training, privacy, excessive technology use, determining Twitter's functionality and application across educational contexts. Unpacking PSTs' perceptions of the potential of Twitter within H-PETE can contribute to the pedagogical decisions made by teacher educators to improve social media uptake in PSTs. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01