Social media use among pre-service primary teachers
Date
2013Author
Nielsen, Wendy
Moll, Rachel
Farrell, Teresa
McDaid, Nicole
Hoban, Garry
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This research explores preservice science teachers' social media practices as a first step in
considering how to better utilize these tools in preservice teacher education. This is an important
issue as these teachers will work with the next generation of students, who are likely to be even
more connected through technology tools. We report data from a survey called the Social Media
and Science Learning Survey that collects information about proficiencies and frequencies of use
for a variety of social media tools for learning science. Results are from a cohort of 119
Australian primary teacher-education students in the context of their first year science methods
subject. Results suggest social media behavior is different between use for everyday and their
science methods subject in preservice teacher education. These differences may offer insight into
how to prompt preservice teachers to more effectively utilize social media tools for connected
learning and ultimately as instructional technology tools in their own classrooms.
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