Keywords
social media
uses and gratifications
usage profiles Tecnología educativa
redes sociales
usos y gratificaciones
perfiles de uso
How to Cite
Abstract
Social media are present in everyday life. This presence has transcended and penetrated the educational sphere. In order to analyze the reason why this happens, this research was based on the Theory of Uses and Gratifications, applying the Social Media Perception Scale (Saini and Abraham, 2019) to a total sample of 160 teachers (56 teachers in their initial training and from seven different universities, and 104 active teachers from 30 schools). The results showed that the highest scores corresponded to the sharing of resources and/or materials, collaboration, and the usefulness of social media. In contrast, the lowest scoring dimensions were social relationships, facilitating conditions, and social influence. In any case, it was the trainee teachers who scored the highest in all cases. The results obtained confirmed the proposed theoretical model according to which the educational use of social networks is explained by adoption and purpose. Finally, it is concluded that both pre-service and in-service teachers use social networks to exchange resources and practices beyond the classroom, which is an important way for them to improve the understanding of new concepts and ideas.
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179e211
Ahern, L., Feller, J. y Nagle, T. (2016). Social media as a support for learning in universities: An empirical study of Facebook groups. Journal of Decision Systems, 25, 35-49. https://doi.org/10.1080/12460125.2016.11874
Akcaoglu, M. y Lee, E. (2018). Using Facebook groups to support social presence in online learning. Distance Education, 39(3), 334-352. https://doi.org/10.1080/01587919.2018.1476842
Amer, B. y Amer, T. S. (2018). Use of Pinterest to Promote Teacher-Student Relationships in a Higher Education Computer Information Systems Course. Journal of the Academy of Business Education, 19, 132-141
Arteaga, R, Cortijo, V. y Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149. https://doi.org/10.1016/j.compedu.2013.08.012
Baran, S. J. (2007). Introduction to mass communication: Media literacy and culture. McGraw-Hill Publishers
Bisquerra, R. (2004) Metodología de la investigación educativa. La Muralla
Caka, C. y Kurt, A. A. (2018). Pedagogical Formation Program Students' Perceptions of Social Network Concept. Croatian Journal of Education-Hrvatski Casopis za Odgoj i Obrazovanje, 20(2), pp. 501-530. https://doi.org/10.15516/cje.v20i2.2598
Canaleta, X., Vernet, D., Vicent, L. y Montero, J. A. (2014). Master in teacher training: A real implementation of active learning. Computers in Human Behavior, 31, 651-658. https://doi.org/10.1016/j.chb.2013.09.020
Carpenter, J. y Krutka, D. (2015). Engagement through microblogging: educator professional development via Twitter. Professional Development in Education, 41(4), 707-728. https://doi.org/10.1080/19415257.2014.939294
Carpenter, J. P. y Harvey, S. (2020). Perceived Benefits and Challenges of Physical Educators' Use of Social Media for Professional Development and Learning. Journal of Teaching in Physical Education, 39(4), 434-444. https://doi.org/10.1123/jtpe.2020-0002
Carpenter, J. P., Tur, G. y Marín, V. I. (2016). What do US and Spanish pre-service teachers think about educational and professional use of Twitter? A comparative study. Teaching & Teacher Education, 60, 131-143. https://doi.org/10.1016/j.tate.2016.08.011
Choi, G. Y. y Behm-Morawitz, E. (2017). Giving a new makeover to STEAM: Establishing YouTube beauty gurus as digital literacy educators through messages and effects on viewers. Computers in Human Behavior, 73, 80-91. https://doi.org/10.1016/j.chb.2017.03.034
Cozma, R. y Dimitrova, D. (2020). Research gate or revolving door? uses and gratifications of academic social media among communication scholars. Journalism and Mass Communication Educator. October, 2020. https://doi.org/10.1177/1077695820965030
Dalvi-Esfahani, M., Wai Leong, L., Ibrahim, O. y Nilashi, M. (2020). Explaining students’ continuance intention to use mobile web 2.0 learning and their perceived learning: An integrated approach. Journal of Educational Computing Research, 57(8), 1956-2005. https://doi.org/10.1177/0735633118805211
Davis, F. D. (1986). A Technology Acceptance Model for Empirically Testing New End-User Information Systems: Theory and Results. Unpublished doctoral dissertation. Massachusetts Institute of Technology.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dermentzi, E., Papagiannidis, S., Osorio-Toro, C. y Yannopoulou, N. (2016). Academic engagement: Differences between intention to adopt social networking sites and other online technologies. Computers in Human Behavior, 61, 321-332. https://doi.org/10.1016/j.chb.2016.03.019
Dhir, A., Khalil, A., Lonka, K. y Tsai, C. C. (2017). Do educational affordances and gratifications drive intensive Facebook use among adolescents? Computers in Human Behavior, 68, 40-50. hhttp://dx.doi.org/10.1016/j.chb.2016.11.0140
Durak, G. (2017). Using Social Learning Networks (SLNs) in Higher Education: Edmodo Through the Lenses of Academics. The International Review of Research in Open and Distributed Learning, 18(1). https://doi.org/10.19173/irrodl.v18i1.2623
Fishbein, M. y Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Addison-Wesley
Ghareb, M.I., Ahmed, Z.A. y Ameen, A.A. (2018). The role of learning through social network in higher education in KRG. International Journal of Scientific and Technology Research, 7(5), 20-27
Goh, C., Rasli, A., Tan, O.K., y Choi, S.L. (2018). Determinants and academic achievement effect of Facebook use in educational communication among university students. Aslib Journal Information Management., 71, 105-123. https://doi.org/10.1108/AJIM-05-2018-0116
Gruzd, A., Haythornthwaite, C., Paulin, D., Gilbert, S., y del Valle, M. E. (2018). Uses and gratifications factors for social media use in teaching: Instructors’ perspectives. New Media and Society, 20(2), 475-494. https://doi.org/10.1177/1461444816662933
Hashim, A. K. y Carpenter, J. P. (2019). A Conceptual Framework of Teacher Motivation for Social Media Use. Teachers College Record, 121(14), 140305
Hsu, M.H., Tien, S.W., Lin, H.C. y Chang, C.M. (2015) Understanding the roles of cultural differences and socio-economic status in social media continuance intention, Information Technology & People, 28 (1), 224-241, https://doi.org/10.1108/ITP-01-2014-0007
Hyndman, B. P. y Harvey, S. (2020). Preservice Teachers' Perceptions of Twitter for Health and Physical Education Teacher Education: A Self-Determination Theoretical Approach. Journal of Teaching in Physical Education, 39(4), 472-480. https://doi.org/10.1123/jtpe.2019-0278
Katz, E., Blumler, J. G. y Gurevitch, M. (1974). Utilization of mass communication by the individual. In J. G. Blumler & E. Katz (Eds.), The Use of Mass Communications: Current Perspectives on Gratifications Research (pp. 19–32). Beverly Hills, CA
Keles, E. (2018). Use of Facebook for the Community Services Practices course: Community of inquiry as a theoretical framework. Computers & Education, 116, 203-224. https://doi.org/10.1016/j.compedu.2017.09.003
Kim, W. y Malek, K. (2018). Social networking sites versus professional networking sites: Perceptions of hospitality students. Journal of Human Resources in Hospitality and Tourism, 17(2), 200-221 https://doi.org/10.1080/15332845.2017.1340763
Lockyer, L. y Patterson, J. (2008). Integrating social networking technologies in education: a case study of a formal learning environment. In Proceedings of 8th IEEE international conference on advanced learning technologies (pp. 529e533). Santander
Mazman, S. G. y Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444-453. https://doi.org/10.1016/j.compedu.2010.02.008
Mingle, J., Adams, M. (2015). Social media network participation and academic performance in senior high schools in Ghana. Library Philosophy and Practice, 2015(1), 1286. http://digitalcommons.unl.edu/libphilprac/1286
Minor, E. C., Saw, G. K., Frank, K. A., Schneider, B. y Torphy, K. T. (2019). External Contextual Factors and Teacher Turnover: The Case of Michigan High Schools. Teachers College Record, 121(11), n11. https://eric.ed.gov/?id=EJ1261809
Moore, G. C. y Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation. Information Systems Research, 2(3), 192e222. https://doi.org/10.1287/isre.2.3.192
Noel, L. (2015). Using blogs to create a constructivist learning environment. Procedia - Social and Behavioral Sciences, 174, 617–621. https://doi.org/10.1016/j.sbspro.2015.01.591.
Park, N., Lee, K.M. y Cheong, P.H. (2008), University Instructors’ Acceptance of Electronic Courseware: An Application of the Technology Acceptance Model. Journal of Computer‐Mediated Communication, 13, 163-186. https://doi.org/10.1111/j.1083-6101.2007.00391.x
Pérez-Garcías, A., Tur, G., Darder-Mesquida, A. y Marín, V. I. (2020). Reflexive Skills in Teacher Education: A Tweet a Week. Sustainability, 12(8), 3161. https://doi.org/10.3390/su12083161
Pinto, M. S. y Poornananda, D. S. (2017). The internet usage among students: A uses and gratifications perspective. Media Watch, 8(3), 423-437. https://doi.org/10.15655 /mw/2017 /v8i3/49148
Purnawarman, P., Susilawati, S. y Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252. https://doi.org/10.17509/ijal.v5i2.1348
Rathnayake, C., & Winter, J. S. (2018). Carrying forward the uses and grats 2.0 agenda: An affordance-driven measure of social media uses and gratifications. Journal of Broadcasting and Electronic Media, 62(3), 371-389. https://doi.org/10.1080/08838151.2018.1451861
Riedlinger, M. E., Gallois, C., Mckay, S. y Pittam, J. (2004). Impact of social group processes and functional diversity on communication in networked organizations. Journal of Applied Communication Research, 32(1), 55–79.
Roberts, P. (2018). Developing reflection through an ePortfolio-based learning environment: design principles for further implementation. Technology, Pedagogy and Education, 27(3), 313-326. https://doi.org/10.1080/1475939X.2018.1447989
Rogers, E. (2003). Diffusion of innovation. Free Press
Saini, C., y Abraham, J. (2019). Modeling educational usage of social media in pre-service teacher education. Journal of Computing in Higher Education, 31(1), 21.55. https://doi.org/10.1007/s12528-018-9190
Simpson, A. (2016). Designing pedagogic strategies for dialogic learning in higher education. Technology, Pedagogy and Education, 25(2), 135-151. https://doi.org/10.1080/1475939X.2015.1038580
Smith, E. E. (2016). ‘‘A real double-edged sword:’’ Undergraduate perceptions of social media in their learning. Computers & Education, 103, 44–58. https://doi.org/10.1016/j.compedu.2016.09.009
Thompson, J., Hagenah, S., Lohwasser, K. y Laxton, K. (2015). Problems without ceilings: How mentors and novices frame and work on problems-of-practice. Journal of teacher education, 66(4), 363-381. https://doi.org/10.1177/0022487115592462
Thompson, R. L., Higgins, C. A. y Howell, J. M. (1991). Personal computing: toward a conceptual model of utilization. MIS Quarterly, 15(1), 124e143
Torphy, K., Liu, Y., Hu, S. y Chen, Z. (2020). Sources of Professional Support: Patterns of Teachers’ Curation of Instructional Resources in Social Media. American Journal of Education, 127(1). https://doi.org/10.1086/711008
Trust, T. (2017). Motivation, Empowerment, and Innovation: Teachers' Beliefs About How Participating in the Edmodo Math Subject Community Shapes Teaching and Learning. Journal of Research on Technology in Education, 49(1-2), 16-30. https://doi.org/10.1080/15391523.2017.1291317
Tur, G., Marín, V. y Carpenter, J. (2017). Using Twitter in higher education in Spain and the USA. Comunicar. Media Education Research Journal, 25(1). https://doi.org/10.3916/C51-2017-02
Venkatesh, V. (1999). Creation of favourable user perceptions: Exploring the role of intrinsic motivation. MIS Quarterly, 23(2), 239–260. https://doi.org/10.2307/249753
Venkatesh, V., Morris, M. G., Davis, G. B. y Davis, F. D. (2003). User acceptance of information technology: toward a unified view. MIS Quarterly, 27(3), 425e478. https://doi.org/10.2307/30036540
Vrocharidou, A. y Efthymiou, I. (2012). Computer mediated communication for social and academic purposes: Profiles of use and university students’ gratifications. Computers & Education, 58(1). https://doi.org/609-616. 10.1016/j.compedu.2011.09.015
Yakin, I. y Tinmaz, H. (2015). Theoretical guidelines for the utilization of instructional social networking websites. Turkish Online Journal of Distance Education, 16(4), 67-83. https://doi.org/10.17718/tojde.81802
Yen, C. (2016). How to unite the power of the masses? exploring collective stickiness intention in social network sites from the perspective of knowledge sharing. Behaviour and Information Technology, 35(2), 118-133. https://doi.org/10.1080/0144929X.2015.1105297
Yen, W., Chang, C. y Chou, S. (2019). More than just fame: Learning from internet Celebrities—Uses and gratifications perspective. 2nd International Conference on Innovative Technologies and Learning, ICITL (pp. 407-416). https://doi.org/10.1007/978-3-030-35343-8_44
Zhou, Z., Jin, X.L., Vogel, D.R., Fang, Y.& Chen, X. (2011). Individual motivations and demographic differences in social virtual world uses: An exploratory investigation in Second Life, International Journal of Information Management, 31(3), 261-271, https://doi.org/10.1016/j.ijinfomgt.2010.07.007
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2022 Aula Abierta