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Social media diaries and fasts: Educating for digital mindfulness with pre-service teachers
ARTICLE

, University of Central Florida, United States ; , University of North Texas, United States

TATE Volume 73, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

With social media access nearly ubiquitous, teachers and students must explore how to mitigate distractions and unhealthy uses. In this mixed methods study, the authors invited 60 pre-service teachers across two universities to cultivate mindfulness around social media beliefs, habits, and behaviors by completing a social media survey, diary, and fast. Participants identified reasons for regular social media use, including unconscious impulses, and made new realizations about what is gained and lost in social media engagements. Participants were optimistic about teaching similar lessons. The authors recommend pedagogical guidelines for social media mindfulness that allow for complexity, variance, and idiosyncrasy.

Citation

Damico, N. & Krutka, D.G. (2018). Social media diaries and fasts: Educating for digital mindfulness with pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 73(1), 109-119. Elsevier Ltd. Retrieved November 13, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.03.009

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