Educational models in teaching: Towards new forms of interaction and exchange
Abstract
This paper analyses the use of social media by Uruguayan teachers, as well as the role of educational models on the Twitter/X platform. This is a mixed (quantitative-qualitative) study based on a survey of 206 teachers, a social media analysis of the Twitter /X platform, and in-depth interviews with nine leading educators identified on it. The results show that teachers use social media, in general, to find resources, learn from others and stay up to date with current developments in education. Leading educators, on the other hand, are particularly active on Twitter/X, where they share their opinions, thoughts and resources. They have training and professional experience in education and value the interaction, teaching and influence they generate on social networks. The paper also identifies some tips and warnings for using social media in an ethical, respectful and constructive manner.
Keywords
social influence, informal learning, professional development, network analysis, social media, educational modelsReferences
ADMINISTRACIÓN NACIONAL DE EDUCACIÓN PÚBLICA (ANEP) (2019). Censo Nacional Docente 2018: Informe de resultados. https://censodocente2018.anep.edu.uy/censo/documentos/CENSO_Nacional_Docente_LIBRO.pdf
BASTIAN, M., HEYMANN, S. y JACOMY, M. (2009). Gephi: An open source software for exploring and manipulating networks. Association for the Advancement of Artificial Intelligence. https://gephi.org/publications/gephi-bastian-feb09.pdf
CARPENTER, J., SHELTON, C., CURCIO, R. y SCHROEDER, S. (2021). The education influencer: New possibilities and challenges for teachers in the social media world. En E. LANGRAN y L. ARCHAMBAULT (eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1712-1721). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/219338/
CARPENTER, J. P. y KRUTKA, D. G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414-434. https://doi.org/10.1080/15391523.2014.925701
FAIT, A. C. (2018). Social media as a source of informal professional growth among elementary teachers. University of Houston-Clear Lake.
FOX, A. y WILSON, E. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47, 93-107. https://doi.org/10.1016/j.tate.2014.12.004
GEE, J. (2017). Affinity spaces and 21st century learning. Educational Technology, 57(2), 27-31. http://www.jstor.org/stable/44430520
GRUPO RADAR (2022). El perfil del internauta uruguayo: Módulo personas (19.ª ed.). Grupo Radar.
HATTEM, D. y LOMICKA, L. (2016). What the tweets say: A critical analysis of Twitter research in language learning from 2009 to 2016. E-Learning and Digital Media, 13(1-2), 5-23. https://doi.org/10.1177/2042753016672350
KELLY, N. y ANTONIO, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138-149. https://doi.org/10.1016/j.tate.2016.02.007
LUO, T., FREEMAN, C. y STEFANIAK, J. (2020). Like, comment, and share professional development through social media in higher education: A systematic review. Educational Technology Research and Development, 68(4), 1659-1683. https://doi.org/10.1007/s11423-020-09790-5
MARCELO, C. y MARCELO, P. (2021). Influencers educativos en Twitter: Análisis de hashtags y estructura relacional. Comunicar, XXIX(68), 73-83. https://doi.org/10.3916/C68-2021-06
MARCELO, C. y MARCELO, P. (2023). Redes sociales y formación del profesorado. Octaedro.
REHM, M. y NOTTEN, A. (2016). Twitter as an informal learning space for teachers!?: The role of social capital in Twitter conversations among teachers. Teaching and Teacher Education, 60, 215-223. https://doi.org/10.1016/j.tate.2016.08.015
RODRÍGUEZ-GÓMEZ, D. (2019). El proyecto de investigación. En J. MENESES (coord.), Investigación educativa: Una competencia profesional para la intervención (pp. 63-160). Editorial UOC.
ROSS, C. L. (2019). Informal teacher leadership: How and why classroom teachers engage in leadership [Tesis doctoral]. Rutgers University Community Repository. https://doi.org/10.7282/t3-574k-ax70
ROSS, C., MANINGER, R., LAPRAIRIE, K. y SULLIVAN, S. (2015). The use of Twitter in the creation of educational professional learning opportunities: Administrative Issues. Journal Education Practice and Research, 5(1), 55-76. https://doi.org/10.5929/2015.5.1.7
UNIVERSIDAD DE SEVILLA (2019). Proyecto de investigación ¿Cómo aprenden los profesores en una sociedad conectada? https://investigacion.us.es/sisius/sis_proyecto.php?idproy=29549
VRONTIS, D., MAKRIDES, A., CHRISTOFI, M. y THRASSOU, A. (2021). Social media influencer marketing: A systematic review, integrative framework and future research agenda. International Journal of Consumer Studies, 45, 617-644. https://doi.org/10.1111/ijcs.12647
WALTER, S. y BRÜGGEMANN, M. (2020). Opportunity makes opinion leaders: Analyzing the role of first-hand information in opinion leadership in social media networks. Information, Communication & Society, 23(2), 267-287. https://doi.org/10.1080/1369118X.2018.1500622
XING, W. y GAO, F. (2018). Exploring the relationship between online discourse and commitment in Twitter professional learning communities. Computers & Education, 126, 388-398. https://doi.org/10.1016/j.compedu.2018.08.010
Published
Downloads
Copyright (c) 2024 Denise Vaillant, Mariela Questa-Torterolo, Andrea Tejera Techera
This work is licensed under a Creative Commons Attribution 4.0 International License.
