Journal of Technology and Teacher Education Volume 23, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This four-year, cross-sectional study, situated in one U.S. university, investigated 206 preservice teachers’ use of social network services (SNS) in teacher preparation and their disposition toward using it in their future teaching. Using descriptive survey methodology, results revealed nearly all preservice teachers used a general SNS (e.g., Facebook), but about 40% never read blogs, wrote blogs, or read wikis; about 90% never wrote wiki, and about 80% never read/wrote Twitter. SNS users consumed (e.g., read) more content than shared or generated (e.g., posted, wrote). Use of SNS for professional activities rose from 7 to 22%. Trends indicated general SNS (e.g., Facebook) and Twitter use was mostly personal, while reading blogs, wikis, and writing blogs was equally personal and educational, and writing wiki was mostly educational. The majority of these preservice teachers put ‘a lot’ of restrictions on their SNS accounts. The likelihood that preservice teachers felt they would use social networking in their future teaching became less likely. Discussion examines (a) how teacher education programs prepare new teachers as learners and designers of new technologies and (b) describes a sequence of SNS experiences that develop preservice teachers as learners, designers, and ultimately connected educators.
Hughes, J.E., Ko, Y., Lim, M. & Liu, S. (2015). Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012. Journal of Technology and Teacher Education, 23(2), 185-212. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2015 Society for Information Technology & Teacher Education
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Shannon Prince, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2740–2771
Miguel Gomez, Murray State University, United States; Wayne Journell, University of North Carolina at Greensboro, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 377–412
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