Developing an Educational Intervention with Social Media to enhance the Digital Competence of Student-Teachers
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This document discusses the development of an educational intervention using social media to improve the digital competence of student-teachers. It highlights the need for modern teaching methods that integrate ICT and reflects on the iterative design process employed to create an effective learning tool. The findings suggest that social media can enhance engagement and motivation in learning, leading to improved self-perceptions of digital competence among participants.
Developing an Educational Intervention with Social Media to enhance the Digital Competence of Student-Teachers
- 1. Developing an Educational Intervention with Social Media to Enhance the Digital Competence of Student-Teachers ECER 2017 COPENHAGEN Francesc Esteve*, Emilio Peña & Jordi Adell @[email protected]* Department of Education, Universitat Jaume I
- 2. D I G I T A L S O C I E T Y Introduction Teachers need to be prepared to use ICT (UNESCO, 2011; EU, 2013) Teachers’ Digital Competence (DC) (Krumsvik, 2012): • Basic digital skills • Didactic ICT-competence • Learning strategies ECER 2017 COPENHAGEN
- 3. I N I T I A L T E A C H E R E D U Introduction Student-teachers do not achieve an appropriate level of DC (Esteve et al., 2016; Gutiérrez et al., 2010). Rethink the initial educational programs (Manca et al., 2017): • Use of ICT • Student-centered teaching • Active learning ECER 2017 COPENHAGEN
- 4. Introduction S O C I A L M E D I A Technological features: (Carpenter & Krutka, 2014; Noble et al., 2016) • Brevity & Immediacy • Communication • Interaction • Openness Educational possibilities: (Dohn & Dohn, 2017; Enskat et al., 2017; • Satisfaction • Engagement • Self-reflection • Credibility ECER 2017 COPENHAGEN
- 5. Introduction S O C I A L M E D I A University teachers’ reticence: (Siemens & Weller, 2011) • Accelerated growth of networks • Activities outside the LMS Technical possibilities: (Peña-Martínez, 2016) • The use of Hashtags • Interoperability & WebAPI ECER 2017 COPENHAGEN
- 6. #1 Design a technological tool to integrate the activity of social networks with the institutional LMS Objectives #2 Develop educational activities with social media for developing student-teachers’ digital competence ECER 2017 COPENHAGEN
- 7. DBR. Systematic process of design, development and evaluation of a particular educational programs or materials, often related to technology as a solution to a complex problem and to generate a series of design principles (van den Akker et al., 2006). Conducted between 2015 and 2017, & comprised 3 iterations for the refinement, with different instruments, participants and data collections procedures & Method D E S I G N - B A S E D R E S E A R C H ECER 2017 COPENHAGEN
- 8. Method ECER 2017 COPENHAGEN literature review Iteration components context analysis Iteration 1 Prototype: v.1 Participants: n=5 experts Quality criteria: • Relevance • Consistency Final version Design principles Broader impact Based on McKenney (2001); Plomp & Nieveen (2009); Reeves (2006) • Platform • Learning Activities #2 Prototyping phase: design, development & formative evaluation #3 Final evaluation #1 Preliminary research 2015 2016 2017 Iteration 2 Prototype: v.2 Participants: n=10 students Quality criteria: • Consistency • Practicality Iteration 3 Prototype: v.3 Participants: n=230 students Quality criteria: • Practicality • Local effectiveness
- 9. RQ.1. Is the development of educational intervention technically feasible? RQ.2. What were the students’ perceptions about the usability of the educational intervention with social media? RQ.3. What was student-teachers' digital competence self-perception at the end of the process? ECER 2017 COPENHAGEN Method R E S E A R C H Q U E S T I O N S
- 10. Method I N S T R U M E N T S Interview. To evaluate content accuracy and technological usability of the first prototype. n=5 experts in EdTech. Pedagogical usefulness questionnaire (Esteve-Mon et al., 2016). To evaluate pedagogical usefulness of the second prototype, Likert 1-5, n=10 students of the EdTech Master. Digital competence self-perception questionnaire (González- Martínez et al., 2017) To evaluate digital competence, n=230 student-teachers. Social media observation & content analysis. (Peña-Martínez, 2016), n=230 student-teachers ECER 2017 COPENHAGEN
- 11. Interface (tag2learn.com) Method T H E I N T E R V E N T I O N ECER 2017 COPENHAGEN
- 12. Method T H E I N T E R V E N T I O N ECER 2017 COPENHAGEN Interface (tag2learn.com)
- 13. Method T H E I N T E R V E N T I O N ECER 2017 COPENHAGEN Interface (tag2learn.com)
- 14. Method T H E I N T E R V E N T I O N ECER 2017 COPENHAGEN Interface (tag2learn.com)
- 15. Method T H E I N T E R V E N T I O N ECER 2017 COPENHAGEN Learning activities Basic Digital Skills Info Tech Media Com Didactic ICT Learning Strategies A1. Photographic exhibition X X A2. School radio X X X X A3. Augmented reality X X X Reflective blog X X X Educational activities
- 16. Iteration 1 To evaluate content accuracy and technological usability of the first prototype. n=5 experts in EdTech. Results Iteration 2 To evaluate pedagogical usefulness of the second prototype, Likert 1-5, n=10 students of the EdTech Master. Iteration 3 To evaluate digital competence, n=230 student-teachers, based on González- Martínez et al. (2017). ECER 2017 COPENHAGEN
- 17. Iteration 1 ECER 2017 COPENHAGEN “Students participate when they see that teachers encourage the use of ICT and provide feedback” “My students have to submit a report of their activity because I can not control everything they do outside the LMS platform” “It’s interesting, especially for teachers who do not make use social networks. Now they may see everything integrated and is very striking”. Relevance & consistency (n=5 experts)
- 18. Iteration 2 ECER 2017 COPENHAGEN Satisfaction “The integration of social media, in a pilot way, has been surprisingly positive” “The tool is very easy to set up and start up. This is really good, because although we use ICT frequently, we do not have excessive technical skills” Engagement & motivation Security & privacy 4,3 3,8 3,7 Pedagogical usefulness (n=10 students)
- 19. Iteration 3 ECER 2017 COPENHAGEN Digital competence (n=230 students) Data sources = 1500 tweets Twitter practices: • Sharing information • Making classroom activities • Living social public lives
- 20. Iteration 3 ECER 2017 COPENHAGEN Information Technology 4,3 3,8 Multimedia 3,8 Communication 3,8 Total 3,8 “Yes it is. I feel more competent to use technology after doing the course” “Yes, overall, my digital competence has improved” Digital competence (n=230 students)
- 21. #Tech (RQ1). The tool is functional. It allows managing and evaluating in a continuous and formative way the work done by students in the social media networks through LMS platforms compatible with the LTI protocol. ECER 2017 COPENHAGEN Discussion
- 22. #Edu (RQ2 & 3). Social media allows creating new learning possibilities to enhance instruction and learning (Tess, 2013) Pre-service teachers had an acceptable level in basic digital skills, especially related with social and media skills. Social media allows for providing a variety of evidences to make accurate observations of student-teachers’ digital competence. ECER 2017 COPENHAGEN Discussion
- 23. Developing an Educational Intervention with Social Media to Enhance the Digital Competence of Student-Teachers ECER 2017 COPENHAGEN Francesc Esteve*, Emilio Peña & Jordi Adell @[email protected]* Department of Education, Universitat Jaume I