Palabras clave
Education
Social Networks
Youth TikTok
Educación
Redes sociales
Juventud
Cómo citar
Resumen
TikTok es actualmente la aplicación más descargada después de WhatsApp y Messenger. En el ámbito educativo la red social marcó un precedente en España, cuando el 2020 desarrolló el proyecto #Edutok. Analizamos el contenido de 800 vídeos de las cuentas de los tiktokers españoles consideradas parte de #Edutok, con el objetivo de estudiar perfiles, tipología de contenidos educativos, temáticas predominantes, emociones involucradas, tipo de interacciones, y uso de recursos, entre otros. Se encontró que la explotación educativa de TikTok atraviesa una etapa muy incipiente, aspecto que enlaza con la juventud de la red social. Destaca su idiosincrasia multitemática y la ausencia de lineamientos educativos, que desemboca en vídeos donde prima el contenido de humor en detrimento de la invitación al debate, y que desaprovechan recursos propios de la narrativa audiovisual, como extractos de documentales o películas. Entendemos que el aprovechamiento de TikTok como herramienta educativa demandará de investigaciones teórico-prácticas que, por un lado, contemplen su particular idiosincrasia y, por otro, apliquen, en este nuevo escenario, aprendizajes derivados del trabajo educativo multimedial, colaborativo y bidireccional de otras plataformas.
Citas
Adams, B., Raes, A., Montrieux, H., y Schellens, T. (2018). Pedagogical tweeting” in higher education: boon or bane? International Journal of Educational Technology in Higher Education, 15(1), 19. https://doi.org/10.1186/s41239-018-0102-5
Aguaded, J., y Cabero, J. (2002). Educar en red. Internet como recurso para la educación. Ediciones Aljibe.
Anderson, K. E. (2020). Getting acquainted with social networks and apps: it is time to talk about TikTok. Library Hi Tech News, 37(4), 7–12. https://doi.org/10.1108/LHTN-01-2020-0001
Andréu-Abela, J. (2002). Las técnicas de análisis de contenido: una revisión actualizada. Fundación Centro de Estudios Andaluces.
Andújar-Vaca, A., y Cruz-Martínez, M. (2017). Mobile Instant Messaging: Whatsapp and its Potential to Develop Oral Skills. Comunicar, 50, 43-52. https://doi.org/10.3916/C50-2017-04
Aparici, R., y García-Marín, D. (2018). Comunicar y educar en el mundo que viene. Gedisa.
Baker, S., Farrokhnia, R., Meyer, S., Pagel, M., y Yannelis, C. (2020). How Does Household Spending Respond to an Epidemic? Consumption during the 2020 COVID-19 Pandemic. The Review of Asset Pricing Studies, 10(4), 834–862. https://doi.org/10.1093/rapstu/raaa009
Ballesteros-Herencia, C. A. (2020). La propagación digital del coronavirus: Midiendo el engagement del entretenimiento en la red social emergente TikTok. Revista Española De Comunicación En Salud, 171. https://doi.org/10.20318/recs.2020.5459
Barajas-Meneses, F., y Álvarez-Morán, C. (2013). Uso de Facebook como herramienta en la enseñanza del área de naturales en el grado undécimo de educación media vocacional. Pixel- Bit. Revista de Medios y Educación, (42), 143-156. https://bit.ly/3usaSJ7
Bonilla-del-Río, M., y Aguaded, I. (2018). La escuela en la era digital: smartphones, apps y programación en Educación Primaria y su repercusión en la competencia mediática del alumnado. Píxel-Bit, 53, 151-163. https://doi.org/10.12795/pixelbit.2018.i53.10
Brock, A. (2018). Critical technocultural discourse analysis. New Media & Society, 20(3), 1012–1030. https://doi.org/10.1177/1461444816677532
Bucher, T., y Helmond, A. (2018). The affordances of social media platforms. En J. Burgess, A. Marwick, & T. Poell (Eds.), The SAGE handbook of social media (pp. 233-253). Sage. https://doi.org/10.4135/9781473984066
Cervi, L., Tejedor, S. & Marín Lladó, C. (2021): TikTok and the new language of political communication: the case of Podemos. Cultura, Lenguaje y Representación, 26, 267-287. http://dx.doi.org/10.6035/clr.5817
Chugh, R., y Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605–616. https://doi.org/10.1007/s10639-017-9621-2
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., y Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367
Combi, C. (2015). Generation Z: Their voices, their lives. Cornerstone.
Condeza-Dall’Orso, A-R., Bachmann-Cáceres, I., y Mujica-Holley, C. (2014). News consumption among Chilean adolescents: Interest, motivations and perceptions on the news agenda. Comunicar, 22(43), 55–64. https://doi.org/10.3916/C43-2014-05
Davidovitch, N., y Belichenko, M. (2018). Using Facebook in higher education: Exploring effects on social climate, achievements, and satisfaction. International Journal of Higher Education, 7(1), 51–58. https://doi.org/10.5430/ijhe.v7n1p51
Dumas, T.M., Maxwell-Smith, M., Davis, J.P., y Giulietti, P.A. (2017). Lying or longing for likes? Narcissism, peer belonging, loneliness and normative versus deceptive like-seeking on Instagram in emerging adulthood. Computers in Human Behaviour, 71, 1-10. https://doi.org/10.1016/j.chb.2017.01.037
Escamilla-Fajardo, P., Alguacil, M., y López-Carril, S. (2021). Incorporating TikTok in higher education: Pedagogical perspectives from a corporal expression sport sciences course. Journal of Hospitality, Leisure, Sport & Tourism Education, 28, Article 100302. https://doi.org/10.1016/j.jhlste.2021.100302
Feito, Y., y Brown, C. (2018). A practical approach to incorporating Twitter in a college course. Advances in Physiology Education, 42(1), 152–158. https://doi.org/10.1152/advan.00166.2017
Fernández-Cruz, F.-J., y Fernández-Díaz, M.-J. (2016). Generation Z’s teachers and their digital skills. Comunicar, 24(46), 97–105. https://doi.org/10.3916/C46-2016-10
Frau-Meigs D., y Hibbard L. (2016). Education 3.0 and internet governance: a new global alliance for children and young people’s sustainable digital development. Paper Series 27. Centre for International Governance Innovation (CIGI) and Chatham House. https://bit.ly/3eJFH76
Fuentes, V., García, M., y Aranda, M. (2017). Grupos de clase; grupos de whatsapp. Análisis de las dinámicas comunicativas entre estudiantes universitarios. Prisma Social, (18), 144-171. https://goo.gl/xH7WS8
Fueyo, A., Rodríguez, C., y Hoeschsman, M. (2018). Construyendo Ciudadanía Global en Tiempos de Neoliberalismo: Confluencias entre la Educación Mediática y la Alfabetización Digital. Revista Interuniversitaria de Formación Del Profesorado, 32(1), 57-68. https://bit.ly/3p3dtZe
Gan, B., Menkhoff, T., y Smith, R. (2015). Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning. Computers in Human Behavior, 51(B), 652–663. https://doi.org/10.1016/j.chb.2014.12.048
Gleason, B., y Manca, S. (2019). Curriculum and instruction: pedagogical approaches to teaching and learning with Twitter in higher education. On the Horizon, 28(1), 1–8. https://doi.org/10.1108/OTH-03-2019-0014
Gómez-Martínez, R., & Romero-Rodríguez, L. M. (2021). Coworking spaces and virtual learning communities in Social Networks: Case Study of #ElClaustroDeIG on Instagram. Aula Abierta, 50(1), 453–464. https://doi.org/10.17811/rifie.50.1.2021.453-464
González, J. G., Lleixà, M., y Espuny, C. (2016). Las redes sociales y la educación superior: las actitudes de los estudiantes universitarios hacia el uso educativo de las redes sociales, de nuevo a examen. Education in the Knowledge Society, 17(2), 21- 38. http://dx.doi.org/10.14201/eks20161722138
Hayes, C., Stott, K., Lamb, K. J., y Hurst, G. A. (2020). “Making Every Second Count”: Utilizing TikTok and Systems Thinking to Facilitate Scientific Public Engagement and Contextualization of Chemistry at Home. Journal of Chemical Education, 97(10), 3858–3866. https://doi.org/10.1021/acs.jchemed.0c00511
Herrero-Diz, P., Ramos-Serrano, M., y Nó, J. (2016). Los menores como usuarios creadores en la era digital: del prosumer al creador colaborativo. Revisión teórica 1972-2016. Revista Latina de Comunicación Social, (71), 1301-1322. http://dx.doi.org/10.4185/RLCS-2016-1147
Hershkovizt, A., y Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook-mediated communication: Student perceptions. Comunicar, 25(53), 91–101. https://doi.org/10.3916/C53-2017-09
Izrael, P. (2017). To be on facebook or not to be: slovak young people and their use of social networking sites. Informatologia, 50(1-2), 63-73. https://bit.ly/3izBZ12
Jia, L., & Liang, F. (2021). The globalization of TikTok: Strategies, governance and geopolitics. Journal of Digital Media & Policy, 12(2), 273–292. https://doi.org/10.1386/jdmp_00062_1
Lackovic, N., Kerry, R., Lowe, R., y Lowe, T. (2017). Being knowledge, power and profession subordinates: Students’ perceptions of Twitter for learning. The Internet and Higher Education, 33, 41–48. https://doi.org/10.1016/j.iheduc.2016.12.002
Li, Y., Guan, M., Hammond, P., y Berrey, L. E. (2021). Communicating COVID-19 information on TikTok: a content analysis of TikTok videos from official accounts featured in the COVID-19 information hub. Health Education Research, 36(3), 261–271. https://doi.org/10.1093/her/cyab010
Literat, I. (2021). “Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19. AERA Open, 7(1), 1-15. https://doi.org/10.1177/2332858421995537
Literat, I., y Kligler-Vilenchik, N. (2019). Youth collective political expression on social media: The role of affordances and memetic dimensions for voicing political views. New Media & Society, 21(9), 1988–2009. https://doi.org/10.1177/1461444819837571
López-Noguero, F. (2002). El análisis de contenido como método de investigación. XXI, Revista de Educación, 4, 167-179. https://bit.ly/3vsg413
Malik, A., Heyman-Schrum, C., y Johri, A. (2019). Use of twitter across educational settings: A review of the literature. International Journal of Educational Technology in Higher Education, 16(1), 36. https://doi.org/10.1186/s41239-019-0166-x
Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707. https://doi.org/10.1016/j.iheduc.2019.100707
Manca, S., y Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503–528. https://doi.org/10.1111/jcal.12154
Manzi, C., Coen, S., Regalia, C., Yevenes, A. M., Giuliani, C., y Vignoles, V. L. (2018). Being in the Social: A cross-cultural and cross-generational study on identity processes related to Facebook use. Computers in Human Behavior, 80, 81-87. https://doi.org/10.1016/j.chb.2017.10.046
Masciantonio, A., Bourguignon, D., Bouchat, P., Balty, M., y Rimé, B. (2021). Don’t put all social network sites in one basket: Facebook, Instagram, Twitter, TikTok, and their relations with well-being during the COVID-19 pandemic. PLOS ONE, 16(3), e0248384. https://doi.org/10.1371/journal.pone.0248384
Medina Serrano, J. C., Papakyriakopoulos, O., y Hegelich, S. (2020). Dancing to the partisan beat: A first analysis of political communication on TikTok. Social and Information Networks, 12, 257–266. https://doi.org/10.1145/1122445.1122456
Muls, J., De Backer, F., Thomas, V., Zhu, C., y Lombaerts, K. (2020). Facebook class groups of high school students: their role in establishing social dynamics and learning experiences. Learning Environments Research, 23(2), 235–250. https://doi.org/10.1007/s10984-019-09298-7
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., Del Pozo Cruz, B., y Lonsdale, C. (2021). Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713
Patteti, A. P. (2020). Mobile learning: A digital culture for the new millennials. Test Engineering and Management, 83, 9783–9788. https://bit.ly/3uIMc2L
Pavlik, A. (2020). Use TikTok to engage with future students. Enrollment Management Report, 24(2), 6–7. https://doi.org/10.1002/emt.30654
Pérez-Rodríguez, A., y Delgado-Ponce, Á. (2012). De la competencia digital y audiovisual a la competencia mediática: dimensiones e indicadores. Comunicar, 39, 25-34. https://doi.org/10.3916/C39-2012-02-02
Pretel Jiménez, M., Marugán, F., y Ruiz de la Serna, R. (2019). Mensajes de concienciación ante el discurso del odio en redes sociales: análisis de la campaña de la marca REWIND. En A. M. De Vicente Domínguez y J. Sierra Sánchez (Coords.), Aproximación periodística y educativa al fenómeno de las redes sociales (pp. 1475–1492). McGraw-Hill/Interamericana de España, S.L.
Rach, M., y Lounis, M. (2021). The Focus on Students’ Attention! Does TikTok’s EduTok Initiative Propose an Alernative Perspective to the Design of Institutional Learning Environments? En T. Antipova (Ed.), Integrated Science in Digital Age 2020 (pp. 241–251). https://doi.org/10.1007/978-3-030-49264-9_22
Renés-Arellano, P., Alvites-Huamaní, C. G., & Caldeiro-Pedreira, M.-C. (2020). La transmisión de valores sociales a través de Internet. Aula Abierta, 49(2), 113–120. https://doi.org/10.17811/rifie.49.2.2020.113-120
Robledo-Dioses, K., Tejedor Calvo, S., Pulido Rodríguez, C., & Torres Espinoza, G. (2022). Ciberperiodismo y participación: taxonomía de la interactividad en los medios digitales. Comunicación Y Sociedad, e8192, 1-24. https://doi.org/10.32870/cys.v2022.8192
Roche, L., Nic Dhonncha, E., y Murphy, M. (2021). TikTokTM and dermatology: promises and pearls. Clinical and Experimental Dermatology, 46(4), 737–739. https://doi.org/10.1111/ced.14529
Rodríguez García, A., Hinojo Lucena, M., y Agreda Montoro, M. (2017). Análisis del uso de vídeo-tutoriales como herramienta de inclusión educativa. Publicaciones: Facultad de Educación y Humanidades Del Campus de Melilla, 47, 13–35. https://bit.ly/2T7sWLN
Sanderson, J., y Browning, B. (2015). From the physical to the social: Twitter as a pedagogical innovation in the sport communication and sport management classroom. Sport Management Education Journal, 9(2), 124–131. https://doi.org/10.1123/SMEJ.2015-0003
Sobaih, A. E. E., Hasanein, A. M., y Elnasr, A. E. A. (2020). Responses to COVID-19 in higher education: Social media usage for sustaining formal academic communication in developing countries. Sustainability, 12(16), 6520. https://doi.org/10.3390/su12166520
Statista. (2020). Global social networks ranked by number of users 2020. https://bit.ly/3c2GNto
Stevens, R., Gilliard-Matthews, S., Dunaev, J., Woods, M. K., y Brawner, B. M. (2017). The digital hood: Social media use among youth in disadvantaged neighborhoods. New Media & Society, 19(6), 950–967. https://doi.org/10.1177/1461444815625941
Tejedor, S.; Cervi, L.; Escoda, A.; Parola, A.; Tusa, F. (2021). Higher Education response in time of coronavirus: perceptions of teachers and students, and open innovation. Journal of Open Innovation: Technology, Market, and Complexity, 7(43), 1-15. https://doi.org/10.3390/joitmc7010043
Tur, G., Marín-Juarros, V., y Carpenter, J. (2017). Using Twitter in Higher Education in Spain and the USA. Comunicar, 51, 19-28. https://doi.org/10.3916/C51-2017-02
Van Dijck, J., y Poell, T. (2013) Understanding social media logic. Media and Communication 1(1), 2–14. https://doi.org/10.17645/mac.v1i1.70
Vijay, D., y Gekker, A. (2021). Playing Politics: How Sabarimala Played Out on TikTok. American Behavioral Scientist, 65(5), 712–734. https://doi.org/10.1177/0002764221989769
We Are Social (2020). Digital in 2020. https://bit.ly/3fV4NzD
Yeboah, J., y Ewur, D. (2014). The Impact of WhatsApp Messenger Usage on Students Performance in Tertiary Institutions in Ghana. Journal of Education and Practice, 5(6), 157- 164. https://bit.ly/3fNE7ks
Zachos, G., Paraskevopoulou-Kollia, E-A., y Anagnostopoulos, I. (2018). Social media use in higher education: A review. Education Sciences, 8(4), 194. https://doi.org/10.3390/educsci8040194
Zhang, X., Wu, Y., y Liu, S. (2019). Exploring short-form video application addiction: Socio-technical and attachment perspectives. Telematics and Informatics, 42,101243. https://doi.org/10.1016/j.tele.2019.101243
Zhu, C., Xu, X., Zhang, W., Chen, J., y Evans, R. (2020). How health communication via tik tok makes a difference: A content analysis of TikTok accounts run by Chinese provincial health committees. International Journal of Environmental Research and Public Health, 17(1), 192.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2022 Aula Abierta