The educational debate of 1978 through Twitter. A teacher training experience

Authors

DOI:

https://doi.org/10.24310/IJNE.10.2022.15134

Keywords:

motivation, social media, Constitutional law, teacher education

Abstract

The understanding of the political debate that the Spain’s Constitution of 1978 aroused due to the education field can be a complicated task for pre-service teachers. However, this knowledge is of notable interest in teacher training. In order to facilitate the learning of legislation and alleviate this feeling of rejection, previous studies have used Twitter as a tool to make easier the learning process. Therefore, the aim of this study is twofold: from the description of a task carried out with social networks so that university students understand the political debate that aroused the drafting of article 27 of that Constitution, to analyze the perception of the degree of knowledge and motivation of the students involved in the use of this methodology; and, to compare the perception of the acquired learning degree and the motivation experienced with two other usual teaching practices. In total, 30 students completed a questionnaire created expressly for this research. The results show that both variables (the level of knowledge and the motivation perceived by the students) scored high, using Twitter. In addition, these reported levels were higher than with the use of the other two more traditional methodologies proposed. This could be due to the fact that the use of digital references (close to the students) increases the appeal of the tasks and allows teaching to be closer to the university students’ learning process.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Abella-García, V., Delgado-Benito, V., Ausín-Villaverde, V., & Hortigüela-Alcalá, D. (2018). To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course. Innovations in Education and Teaching International, 56, 402-411. https://doi.org/10.1080/14703297.2018.1444503

Alkhayat, L., Ernest, J., & LaChenaye, J. (2020). Exploring Kuwaiti preservice early childhood teachers’ beliefs about using web 2.0 technologies. Early Childhood Education Journal, 48(6), 715-725. https://doi.org/10.1007/s10643-020-01036-6

Caliendo, S. M., Chod, S., & Muck, W. (2016). Using Twitter to increase political interest in undergraduate students. Journal of Political Science Education, 12(3), 282-301. https://doi.org/10.1080/15512169.2015.1082476

Chen, G. M. (2011). Tweet this: A uses and gratifications perspective on how active Twitter use gratifies a need to connect with others. Computers in Human Behavior, 27(2), 755-762. https://doi.org/10.1016/j.chb.2010.10.023

Dhir, A., Buragga, K., & Boreqqah, A. A. (2013). Tweeters on campus: Twitter a learning tool in classroom? Journal of Universal Computer Science, 19(5), 672-691. https://doi.org/10.3217/jucs-019-05-0672

Gullatt, D. E., & Tollett, J. R. (1997). Educational law: A requisite course for preservice and inservice teacher education programs. Journal of Teacher Education, 48(2), 129-135. https://doi.org/10.1177/0022487197048002006

Higueras-Rodríguez, L., Medina-García, M., & Mª del Carmen Pegalajar-Palomino. (2020). Use of Twitter as an Educational Resource. Analysis of Concepts of Active and Trainee Teachers. Education Sciences, 10(8), 200. https://doi.org/10.3390/educsci10080200

Htay, M., McMonnies, K., Kalua, T., Ferley, D., & Hassanein, M. (2020). Postgraduate students’ perspective on using Twitter as a learning resource in higher education. Journal of Education and Health Promotion, 9, 61. https://doi.org/10.4103/jehp.jehp_321_18

Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer assisted Learning, 27(2), 119-132. https://doi.org/10.1111/j.1365-2729.2010.00387.x

Junco, R., Elavsky, C. M., & Heiberger, G. (2013). Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Educational Technology, 44(2), 273-287. https://doi.org/10.1111/j.1467-8535.2012.01284.x

Luo, T., Xie, Q. (2019). Using Twitter as a pedagogical tool in two classrooms: a comparative case study between an education and a communication class. Journal of Computing in Higher Education, 31, 81–104 https://doi.org/10.1007/s12528-018-9192-2

Marín, V. I., & Tur, G. (2014). Student Teachers’ Attitude towards Twitter for Educational Aims. Open Praxis, 6(3), 275–285. http://doi.org/10.5944/openpraxis.6.3.125

Mendez-Reguera, A., & Lopez Cabrera, M. V. (2020). Engaging my gen Z class: teaching with memes. Medical Science Educator, 30(4), 1357-1358. https://doi.org/10.1007/s40670-020-01078-w

Tang, Y., & Hew, K. F. (2017). Using Twitter for education: Beneficial or simply a waste of time? Computers & Education, 106, 97-118. https://doi.org/10.1016/j.compedu.2016.12.004

Tur, G., & Marín, V. (2015). Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity. Journal of New Approaches in Educational Research, 4(1), 46-53. https://doi.org/10.7821/naer.2015.1.102

Tur, G., Marín-Juarros, V., & Carpenter, J. (2017). Uso de Twitter en educación superior en España y Estados Unidos. Comunicar, 51, 19-28. https://doi.org/10.3916/C51-2017-02

Lemon, N. (2019). Twitter in the initial teacher education arts classroom: embracing risk taking to explore making learning visible. Art, Design & Communication in Higher Education, 18(1), 81-97. https://doi.org/10.1386/adch.18.1.81_1

Evans, C. (2014). Twitter for teaching: Can social media be used to enhance the process of learning? British Journal of Educational Technology, 45(5), 902-915. https://www.learntechlib.org/p/148581/

Kutsyuruba, B., Murray, J. & Hogenkamp, H. (2019). Understanding Pre-Service Teachers’ Legal Literacy and Experiences with Legal Issues in Practicum Settings: An Exploratory Study. Canadian Journal of Educational Administration and Policy, 191, 54-71. https://orcid.org/0000-0001-5162-0099

Iredale, A., Stapleford, K., Tremayne, D., Farrel, L., Holbrey, C., & Sheridan-Ross, J. (2020). A review and synthesis of the use of social media in initial teacher education. Technology, Pedagogy and Education, 29, 19-34. https://doi.org/10.1080/1475939X.2019.1693422

Pérez, A., Tur, G., Darder, A., & Marín, V. (2019). Reflexiones sobre la integración de Twitter en educación superior a partir de una experiencia educativa con estudiantes de maestro. REDU. Revista de Docencia Universitaria, 17(1), 89-104. https://doi.org/10.4995/redu.2019.11302

Pillay, N. (2014). Teachers’ knowledge of legislation and education law specifically and its influence on their practice (Doctoral dissertation, University of Pretoria). http://hdl.handle.net/2263/43224

Schimmel, D., & Militello, M. (2007). Legal literacy for teachers: A neglected responsibility. Harvard Educational Review, 77(3), 257-284. https://doi.org/10.17763/haer.77.3.842n787555138746

Published

2022-12-31

How to Cite

Tárraga-Mínguez, R., & Gómez-Marí, I. (2022). The educational debate of 1978 through Twitter. A teacher training experience. International Journal of New Education, (10), 127–143. https://doi.org/10.24310/IJNE.10.2022.15134

Issue

Section

ARTICLES