El uso de las redes sociales en educaciónuna revisión sistemática de la literatura científica
- Gil-Fernández, Raquel 1
- Calderón-Garrido, Diego 2
-
1
Universidad Internacional de La Rioja
info
- 2 Serra Húnter Fellow, Universitat de Barcelona
ISSN: 2013-9144
Año de publicación: 2021
Título del ejemplar: Number 40, December 2021
Número: 40
Páginas: 82-109
Tipo: Artículo
Otras publicaciones en: Digital Education Review
Resumen
Teaching-learning strategies have undergone changes in recent years due to the emergence of digital technology and the emergence of social media as mediators and facilitators of new contexts. A review of the scientific literature that has dealt with the use of generic social media in different educational settings during the last ten years is carried out in this work. For this, a documentary analysis of the articles indexed in the Journal Citation Reports (JCR) of the Web of Science has been carried out. For this purpose, a documentary analysis of the articles indexed in the Journal Citation Reports of the Web of Science was carried out, which, after selection, resulted in 160 papers. To do their analysis they have been divided into five areas: digital competence and teaching digital competence; social media as a vehicle for the creation of virtual environments and educational communities; the teaching-learning process mediated by social media as a didactic resource at various educational levels; problems and addictions derived from the use of social media and social movements and demands in the field of education through social media. The results reveal that, although new environments and contexts are being established in this sense and that research on them is intensified, in all categories of analysis there is a wide margin for implementation.
Referencias bibliográficas
- Aaen, J., & Dalsgaard, C. (2016). Student Facebook groups as a third space: between social life and schoolwork. Learning, Media, and Technology, 41(1), 160-186. https://doi.org/10.1080/17439884.2015.1111241
- Ajayi, L. (2015). Critical multimodal literacy: How Nigerian female students critique texts and reconstruct unequal social structures. Journal of Literacy Research, 47(2), 216-244. https://doi.org/ 10.1177/1086296X15618478
- Akcaoglu, M., & 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
- Akayoglu, S., Satar, H.M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85-97. https:// doi.org/10.14742/ajet.4711
- Alizadeh, I. (2017). Evaluating the educational usability of Telegram as an SNS in ESAP programs from medical students' perspective. Education and Information Technologies, 23(6), 2569-2585. https://doi.org/ 10.1007/s10639-018-9731-5
- 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(3), 1-11. https://doi.org/ 10.1007/s10643-020-01036-6
- Al-Samarraie, H., y Saeed, N. (2018). A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment. Computers & Education, 124, 77-91. https://doi.org/10.1016/j.compedu.2018.05.016
- Asterhan, C. S., & Rosenberg, H. (2015). The promise reality and dilemmas of secondary school teacher– student interactions in Facebook: The teacher perspective. Computers & Education, 85, 134-148. https://doi.org/10.1016/j.compedu.2015.02.003
- Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303. https:// doi.org/10.1007/s11165-015-9501-y
- Barden, O. (2012). “… If we were cavemen, we'd be fine”: Facebook as a catalyst for critical literacy learning by dyslexic sixth- form students. Literacy , 46(3), 123-132. https://doi.org/10.1111/ j.1741-4369.2012.00662.
- Barry, D. S., Marzouk, F., Chulak-Oglu, K., Bennett, D., Tierney, P., & O'Keeffe, G. W. (2016). Anatomy education for the YouTube generation. Anatomical Sciences Education, 9(1), 90-96. https://doi.org/10.1002/ ase.1550
- Bas, T., & Arkün, S. (2012) The usability evaluation of SMC. Hacettepe Üniversitesi Egitim Fakültesi Dergisi (H. U. Journal of Education) Özel Say, 1, 41-50.
- Beeri, I., & Horowitz, D. D. (2020). Reducing students’‘absent presenteeism’and mobile misbehaviour in class: an empirical study of teacher perspectives and practices. Technology, Pedagogy and Education, 29(2), 177-190. https://doi.org/10.1080/1475939X.2020.1731580
- Behl, D. D., Houston, T., & Stredler-Brown, A. (2012). The Value of a Learning Community to Support Telepractice for Infants and Toddlers with Hearing Loss. Volta Review, 112(3). https://doi.org/ 10.17955/tvr.112.3.m.701
- Benzer, E. (2013). The analysis of purposes of science teacher candidates in using social media. Eurasian Journal of Educational Research, 13(53A), 149-169.
- Bett, H., & Makewa, L. (2020). Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya. Asia-Pacific Journal of Teacher Education, 48(2), 132-146. https://doi.org/ 10.1080/1359866X.2018.1542662
- Bioglio, L., Capecchi, S., Peiretti, F., Sayed, D., Torasso, A., & Pensa, R. G. (2019). A social network simulation game to raise awareness of privacy among school children. IEEE Transactions on Learning Technologies, 12(4), 456-469. https://doi.org/10.1109/TLT.2018.2881193
- Blumenreich, M., & Jaffe-Walter, R. (2015). Social media illuminates: Some truths about school reform. Phi Delta Kappan, 97(1), 25-28. https://doi.org/ 10.1177/0031721715602232
- Brooks, C. C., & McMullen, J. M. (2020) Using social media: One Physical Education Teacher's Experience. Journal of Teaching in Physical Education, 39(4), 464-471. https://doi.org/10.1123/jtpe.2020-0005
- Brouwer, J., Downey, C., & Bokhove, C. (2020). The development of communication networks of pre-service teachers on a school-led and university-led programme of initial teacher education in England. International Journal of Educational Research, 100, 101542. https://doi.org/10.1016/ j.ijer.2020.101542
- Caka, C., & 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), 501-530. https://doi.org/10.15516/cje.v20i2.2598
- Calderón, A., Meroño, L., & MacPhail, A. (2020). A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers. European Physical Education Review, 26(1), 241-262. https://doi.org/ 10.1177/1356336X19850852
- Cam, E., & Isbulan, O. (2012). A new addiction for teacher candidates: Social networks. Turkish Online Journal of Educational Technology, 11(3), 14-19.
- Canaleta, X., Vernet, D., Vicent, L., & 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., & 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., Tur, G., & Marín, V. I. (2016). What do US and Spanish pre-service teachers think about educational and professional use of Twitter? A comparative study. Teaching and Teacher Education, 60, 131-143. https://doi.org/10.1016/j.tate.2016.08.011
- Carpenter, J. P., & Green, T. D. (2017). Mobile instant messaging for professional learning: Educators' perspectives on and uses of Voxer. Teaching and Teacher Education, 68, 53-67. https://doi.org/ 10.1016/j.tate.2017.08.008
- Carpenter, J. P., & Harvey, S. (2019). “There's no referee on social media”: Challenges in educator professional social media use. Teaching and Teacher Education, 86, 102904. https://doi.org/10.1016/ j.tate.2019.102904
- Carpenter, J. P., Kimmons, R., Short, C. R., Clements, K., & Staples, M. E. (2019). Teacher identity and crossing the professional-personal divide on Twitter. Teaching and Teacher Education, 81, 1-12. https:// doi.org/10.1016/j.tate.2019.01.011
- Carpenter, J. P., 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., Tani, T., Morrison, S., & Keane, J. (2020). Exploring the landscape of educator professional activity on Twitter: an analysis of 16 education-related Twitter hashtags. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1752287
- Casey, G., & Evans, T. (2011). Designing for Learning: Online Social Networks as a Classroom Environment. International Review of Research in Open and Distributed Learning, 12(7), 1-26. https://doi.org/ 10.19173/irrodl.v12i7.1011
- Casey, G. (2013). Interdisciplinary literacy through social media in the mathematics classroom: An action research study. Journal of Adolescent & Adult Literacy, 57(1), 60-71. https://doi.org/10.1002/jaal.216
- Castellanos, J., Haya, P. A., & Urquiza-Fuentes, J. (2017). A novel group engagement score for virtual learning environments. IEEE Transactions on Learning Technologies, 10(3), 306-317. https://doi.org/10.1109/ TLT.2016.2582164
- Chang-Kredl, S., & Colannino, D. (2017). Constructing the image of the teacher on Reddit: Best and worst teachers. Teaching and Teacher Education, 64, 43-51. https://doi.org/10.1016/j.tate.2017.01.019
- Chang, S., & Hess, S. (2018). The Diffusion of Contention in Contemporary China: An investigation of the 2014–15 wave of teacher strikes. Modern Asian Studies, 52(4), 1172-1193. https://doi.org/10.1017/ S0026749X16000615
- Chintalapati, N., & Daruri, V. S. K. (2017). Examining the use of YouTube as a Learning Resource in higher education: Scale development and validation of TAM model. Telematics and Informatics, 34(6), 853-860. https://doi.org/10.1016/j.tele.2016.08.008
- Chen, S. Y., Kuo, H. Y., & Hsieh, T. C. (2019). New literacy practice in a Facebook group: The case of a residential learning community. Computers & Education, 134, 119-131. https://doi.org/10.1016/ j.compedu.2019.01.008
- Chugh, R., & 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
- Chung, T. Y., & Chen, Y. L. (2018). Exchanging social support on online teacher groups: Relation to teacher self-efficacy. Telematics and Informatics, 35(5), 1542-1552. https://doi.org/10.1016/j.tele.2018.03.022
- Cino, D., & Vandini, C. D. (2020). "Why Does a Teacher Feel the Need to Post My Kid?": Parents and Teachers Constructing Morally Acceptable Boundaries of Children's Social Media Presence. International Journal of Communication, 14, 1153-1172. https://ijoc.org/index.php/ijoc/article/view/12493/2982
- Connolly, T., Willis, J., & Lloyd, M. (2019). Evaluating teacher and learner readiness to use Facebook in an Australian vocational setting. Studies in Continuing Education, 41(1), 61-75. https://doi.org/ 10.1080/0158037X.2018.1461619
- Damico, N., & Krutka, D. G. (2018). Social media diaries and fasts: Educating for digital mindfulness with preservice teachers. Teaching and Teacher Education, 73, 109-119. https://doi.org/10.1016/ j.tate.2018.03.009
- Denker, K. J., Manning, J., Heuett, K. B., & Summers, M. E. (2018). Twitter in the classroom: Modeling online communication attitudes and student motivations to connect. Computers in Human Behavior, 79, 1-8. https://doi.org/10.1016/j.chb.2017.09.037
- Dennen, V. P., Choi, H., & Word, K. (2020). Social media, teenagers, and the school context: a scoping review of research in education and related fields. Educational Technology Research and Development, 68(4), 1635-1658. https://doi.org/ 10.1007/s11423-020-09796-z
- Dinsmore, B. (2019). Contested affordances: teachers and students negotiating the classroom integration of mobile technology. Information, Communication & Society, 22(5), 664-677. https://doi.org/ 10.1080/1369118X.2019.1568518
- Durak, G. (2017). Using social learning networks (SLNs) in higher education: Edmodo through the lenses of academics. International Review of Research in Open and Distributed Learning, 18(1), 84-109. https://doi.org/10.19173/irrodl.v18i1.2623
- Durak, H. Y. (2019a) Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model. Journal of Computing in Higher Education, 31(1), 173-209. https://doi.org/10.1007/s12528-018-9200-6
- Durak, H. Y. (2019b). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments,127. https: //doi.org/10.1080/10494820.2019.1619591
- Ekoç, A (2020). No teacher is an island: technology-assisted personal learning network (PLN) among English language teachers in Turkey. Interactive Learning Environments, 1-17. https://doi.org/ 10.1080/10494820.2020.1712428
- Eslamdoost, S., King, K.A., & Tajeddin, Z. (2019). Professional Identity Conflict and (Re)Construction among English Teachers in Iran. Journal of Language Identity and Education, 19(5), 327-341. https://doi.org/ 10.1080/15348458.2019.1676157
- Fagell, P. L. (2019). Career Confidential: Do teachers have a right to information about troubled students? Phi Delta Kappan, 100(5), 76-78. https://doi.org/10.1177/0031721719827558
- Fardoun, H.M.; Mashat, A. y Romero-López, S. (2013). Applying Professional Solutions within the Educational Environments by Means of Cloud Computing: Coaching for Teachers. Journal of Universal Computer Science, 19 (12), pp. 1703-1717.
- Fancera, S. F. (2020). School leadership for professional development: the role of social media and networks. Professional Development in Education, 46(4), 664-676. https: //doi. org/10.1080/19415257.2019.1629615
- Fenwick, T. (2016). Social media, professionalism and higher education: a sociomaterial consideration. Studies in Higher Education, 41(4), 664-677. https://doi.org/10.1080/03075079.2014.942275
- Fidalgo-Blanco, A., Sein-Echaluce, M. L., & García-Peñalvo, F.J. (2016). From massive access to cooperation: lessons learned and proven results ofa hybrid xMOOC/cMOOC pedagogical approach to MOOCs. International Journal of Educational Technology in Higher Education, 13(24). https://doi.org/10.1186/s41239-016-0024-z
- Firat, E. A., & Köksal, M. S. (2017). The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy. Computers in Human Behavior, 70, 44-50. https://doi.org/10.1016/j.chb.2016.12.067
- Fischer, C., Fishman, B., & Schoenebeck, S. Y. (2019). New contexts for professional learning: Analyzing high school science teachers’ engagement on Twitter. AERA Open, 5(4), 1-20. https://doi.org/10.1177/2332858419894252
- Forbes, D. (2017). Professional Online Presence and Learning Networks: Educating for Ethical Use of social media. International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/ 10.19173/irrodl.v18i7.2826
- Forkosh-Baruch, A., & Hershkovitz, A. (2018). Broadening communication yet holding back: Teachers' perceptions of their relationship with students in the SNS-era. Education and Information Technologies, 23(2), 725-740, https://doi.org/10.1007/s10639-017-9632-z
- Fuchs, C. (2019). Critical incidents and cultures-of-use in a Hong Kong-Germany telecollaboration. Language Learning & Technology, 23(3), 74-97.
- García-Pérez, R.; Santos-Delgado, J. M.; Buzón-García, O. (2016). Virtual empathy as digital competence in education 3.0. International Journal of Educational Technology in Higher Education, 13, 1-10. https:// doi.org/10.1186/s41239-016-0029-7
- Goodyear, V. A., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me: Using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society, 19(7), 927-943. https://doi.org/10.1080/13573322.2013.858624
- Goodyear, V. A., Parker, M., & Casey, A (2019). Social media and teacher professional learning communities. Physical Education and Sport Pedagogy , 2 4 ( 5 ) , 4 2 1 4 3 3 . https: //doi. org /10.1080/17408989.2019.1617263
- Gómez, M., Ferrer, R. y de la Herrán, A. (2015). Las redes sociales verticales en los sistemas formales de formación inicial de docentes, Revista Complutense de Educación, 26, 215-232. https://doi.org/ 10.5209/rev_RCED.2015.v26.46330
- Greene, K. (2017). Teacher blogs and education policy in a publicly private world: Filling the gap between policy and practice. Learning, Media and Technology , 42(2), 185-197. https://doi.org/10.1080/17439884.2016.1154867
- Greenhalgh, S. P., Rosenberg, J. M., Willet, K. B. S., Koehler, M. J., & Akcaoglu, M. (2020). Identifying multiple learning spaces within a single teacher-focused Twitter hashtag. Computers & Education, 148, https:// doi.org/10.1016/j.compedu.2020.103809
- Hanell, F. (2017). Teacher trainees’ information sharing activities and identity positioning on Facebook. Journal of Documentation, 73(2), 244-262. https://doi.org/10.1108/JD-06-2016-0085
- Harvey, S., & Carpenter, J. P. (2020). Genesis and Change in Physical Educators' Use of social media for Professional Development and Learning. Journal of Teaching in Physical Education, 39(4), 445-453. https://doi.org/10.1123/jtpe.2019-0284
- Hashim, A. K., & Carpenter, J. P. (2019). A Conceptual Framework of Teacher Motivation for Social Media Use. Teachers College Record, 121(14), 140305
- Hasiloglu, M.A.., Calhan, H. S., & Ustaoglu, M. E. (2020). Determining the Views of the Secondary School Science Teachers about the Use of social media in Education. Journal of Science Education and Technology, 29(3), 346-354. https://doi.org/10.1007/s10956-020-09820-0
- Hattem, D. (2014). Microblogging activities: Language play and tool transformation. Language Learning & Technology, 18(2), 151-174.
- Henry, D. S., Wessinger, W. D., Meena, N. K., Payakachat, N., Gardner, J. M., & Rhee, S. W. (2020). Using a Facebook group to facilitate faculty-student interactions during preclinical medical education: a retrospective survey analysis. BMC Medical Education, 20, 1-10. https://doi.org/10.1186/ s12909-020-02003-w
- Hershkovizt, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and facebook-mediated communication: Student perceptions. Comunicar. Media Education Research Journal, 25(2). https://doi.org/10.3916/C53-2017-09
- Hutton, B., Catalá-López, F. & Moher, D. (2016). La extensión de la declaración PRISMA para revisiones sistemáticas que incorporan metaanálisis en red: PRISMA-NMA. Medicina Clínica, 147 (6), 262-266. https://doi.org/10.1016/j.medcli.2016.02.025
- Hyndman, B. P., & 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
- Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education, 88, 84-96. https://doi.org/ 10.1016/j.compedu.2015.04.015
- Isbulan, O. (2011). Opinions of university graduates about social networks according to their personal characteristics. Turkish Online Journal of Educational Technology. 10(2), 184-189. https:// files.eric.ed.gov/fulltext/EJ932237.pdf
- Iredale, A., Stapleford, K., Tremayne, D., Farrell, 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(1), 19-34. https://doi.org/10.1080/1475939X.2019.1693422
- Kamalodeen, V. J. & Jameson-Charles, M. (2016). A Mixed Methods Research Approach to Exploring Teacher Participation in an Online Social Networking Website, International Journal of Qualitative Methods, January-December, 1-14. https://doi.org/10.1177/1609406915624578
- Kasperski, R., & Blau, I. (2020). Social capital in high-schools: teacher-student relationships within an online social network and their association with in-class interactions and learning. Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2020.1815220
- Kay, R., Benzimra, D., & Li, J. (2017). Exploring Factors That Influence Technology-Based Distractions in Bring Your Own Device Classrooms. Journal of Educational Computing Research, 55(7), 974-995. https:// doi.org/10.1177/0735633117690004
- Kearney, M., Maher, D., & Pham, L. (2020). Investigating pre-service teachers' informally-developed online professional learning networks. Australasian Journal of Educational Technology, 36(1), 21-36. https:// doi.org/10.14742/ajet.4766
- 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
- Kerr, S. L., & Schmeichel, M. J. (2018). Teacher Twitter Chats: Gender Differences in Participants' Contributions. Journal of Research on Technology in Education, 50(3), 241-252. https://doi.org/ 10.1080/15391523.2018.1458260
- Keuning, T., Van Geel, M., Visscher, A., Fox, J. P., & Moolenaar, N. M. (2016). The transformation of schools’ social networks during a data-based decision-making reform. Teachers College Record, 118(9), 1-33.
- Kim, G. M. (2016). Transcultural Digital Literacies: Cross-Border Connections and Self-Representations in an Online Forum. Reading Research Quarterly, 51(2), 199-219. https://doi.org/10.1002/rrq.131
- Kimmons, R., Clark, B., & Lim, M. (2017). Understanding web activity patterns among teachers, students, and teacher candidates. Journal of Computer Assisted Learning, 33(6), 588-596. https://doi.org/110.1111/ jcal.12202
- Ko, M. H. (2019). Students’ reactions to using smartphones and social media for vocabulary feedback. Computer Assisted Language Learning, 32(8), 920944. https://doi.org/10.1080/09588221.2018.1541360
- Krutka, D. G., Bergman, D. J., Flores, R., Mason, K., & Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, 40, 83-93. https://doi.org/10.1016/j.tate.2014.02.002
- Kuznetcova, I., Glassman, M., & Lin, T. J. (2019). Multi-user virtual environments as a pathway to distributed social networks in the classroom. Computers & Education, 130, 26-39. https://doi.org/10.1016/ j.compedu.2018.11.004
- Lai, C., Wen, Y., Gao, T., & Lin, C. H. (2020). Mechanisms of the Learning Impact of Teacher-Organized Online Schoolwork Sharing Among Primary School Students. Journal of Educational Computing Research, 58(5). https://doi.org/10.1177/0735633119896874
- Lambton-Howard, D., Kiaer, J., & Kharrufa, A. (2020). ‘Social media is their space’: student and teacher use and perception of features of social media in language education. Behaviour & Information Technology, 1-16. https://doi.org/10.1080/0144929X.2020.1774653
- Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302-315. https://doi.org/10.1016/j.tate.2018.07.008
- Lima, M. de, & Zorrilla, M. E. (2017). Social networks and the building of learning communities: An experimental study of a social MOOC. International Review of Research in Open and Distributed Learning, 18(1), 40-64. https://doi.org/10.19173/irrodl.v18i1.2630
- Lin, V., Kang, Y. C., Liu, G. Z., & Lin, W. (2016). Participants’ experiences and interactions on Facebook group in an EFL course in Taiwan. The Asia-Pacific Education Researcher, 25(1), 99-109 https://doi.org/ 10.1007/s40299-015-0239-0
- McCarthy, J. (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education, 18(2), 127-141. https:// doi.org/10.1177/1469787417707615
- Macià, M., & Garcia, I. (2017). Properties of teacher networks in Twitter: Are they related to community-based peer production? International review of research in open and distributed learning, 18(1), 110-140. https://doi.org/10.19173/irrodl.v18i1.2644
- Maggio, L.A., Costello, J.A., Norton, C., Driessen, E.W. & Artino, A.R. (2020). Knowledge syntheses in medical education: A bibliometric analysis. Perspectives on Medical Education, 10, 79–87. https://doi.org/ 10.1101/2020.05.12.088542
- Marchetti, E., & Valente, A. (2018). Interactivity and multimodality in language learning: the untapped potential of audiobooks. Universal Access in the Information Society, 17(2), 257-274. https://doi.org/10.1007/ s10209-017-0549-5
- Marin, V. I., Carpenter, J. P., & Tur, G. (2020). Pre-service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, e13035. https://doi.org/10.1111/bjet.13035
- Martín, A., Orduña, E., Ayllón, J.M. & López, E.D. (2016). The counting house: measuring those who count. Presence of Bibliometrics, Scientometrics, Informetrics, Webometrics and Altmetrics in the Google Scholar Citations, ResearcherID, Research-Gate, Mendeley & Twitter. EC3 Working Papers, 21.
- Martin, F., Dennen, V.P. & Bonk, C.J. (2020). A synthesis of systematic review research on emerging learning environments and technologies, Education Technology Research Development, 68, 1613-1633. https:// doi.org/10.1007/s11423-020-09812-2
- Matzat, U. (2013). Do blended virtual learning communities enhance teachers' professional development more than purely virtual ones? A large scale empirical comparison. Computers & Education, 60(1), 40-51. https://doi.org/10.1016/j.compedu.2012.08.006
- McGarr, O., & McDonagh, A. (2020). Exploring the digital competence of pre-service teachers on entry onto an initial teacher education programme in Ireland. Irish Educational Studies, 1-14. https://doi.org/ 10.1080/03323315.2020.1800501
- Minor, E. C., Saw, G. K., Frank, K. A., Schneider, B., & 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
- Motteram, G., Dawson, S., & Al-Masri, N. (2020). WhatsAppsupported language teacher development: A case study in the Zataari refugee camp. Education and Information Technologies, 25, 5731-5751. https:// doi.org/10.1007/s10639-020-10233-0
- Mou, Y. (2014). Presenting professorship on social media: from content and strategy to evaluation. Chinese Journal of Communication, 7(4), 389-408. https://doi.org/10.1080/17544750.2014.938669
- Nagle, J. (2018). Twitter, cyber-violence, and the need for a critical social media literacy in teacher education: A review of the literature. Teaching and Teacher Education, 76, 86-94. https://doi.org/10.1016/ j.tate.2018.08.014
- Neves, B. C., & Borges, J. (2020). Why does Fake News have space on social media? a discussion in the light of infocommunicational behavior and digital marketing. Informacao & Sociedade-Estudos, 30(2), 1-22. https://doi.org/10.22478/ufpb.1809-4783.2020v30n2.50410
- Noakes, S., & Hook, S. (2020). The blurred line between the professional and the personal: Regulation of teacher behaviour on social media. Australian Journal of Education, 0004944120924889. https:// doi.org/10.1177/0004944120924889
- Nochumson, T. C. (2020). Elementary schoolteachers' use of Twitter: exploring the implications of learning through online social media. Professional Development in Education, 46(2), 306-323. https://doi.org/ 10.1080/19415257.2019.1585382
- Nyatuka, B. O. (2017). A survey of school-family-community partnerships in Kenya. Journal of Professional Capital and Community, 12(4) 229-243. https://doi.org/10.1108/JPCC-04-2017-0010
- Ooi, K. B., Hew, J. J., & Lee, V. H. (2018). Could the mobile and social perspectives of mobile social learning platforms motivate learners to learn continuously? Computers & Education, 120, 127-145. https:// doi.org/10.1016/j.compedu.2018.01.017
- Osuna, S., Gil, J., & Cantillo Valero, C. (2017). Open, mobile, and collaborative educational experience. Case study: The European ECO project. Journal of Universal Computer Science, 23(12), 1215-1237. http://jucs.org/jucs_23_12/open_mobile_and_collaborative/jucs_23_12_1215_1237_acedo.pdf
- Ozdamli, F. (2013). Effectiveness of Cloud Systems and Social Networks in Improving Self-directed Learning Abilities and Developing Positive Seamless Learning Perceptions. Journal of Universal Computer Science, 19(5), 602-618. https://doi.org/10.3217/jucs-019-05-0602
- Parmaxi, A., & Zaphiris, P. (2017). Web 2.0 in Computer-Assisted Language Learning: a research synthesis and implications for instructional design and educational practice. Interactive Learning Environments, 25(6), 704-716. https://doi.org/10.1080/10494820.2016.1172243
- Patahuddin, S. M., Rokhmah, S., & Lowrie, T. (2020). Indonesian Mathematics Teachers’ and Educators’ Perspectives on Social Media Platforms: The Case of Educational Facebook Groups. The Asia-Pacific Education Researcher, 1-10. https://doi.org/10.1007/s40299-020-00503-3
- Pedro, L.F.M.G., Barbosa, C.M.M.d., & Santos, C.M.d. (2018). A critical review of mobile learning integration in formal educational contexts. International Journal of Educational Technolology in Higher Education, 15(10). https://doi.org/10.1186/s41239-018-0091-4
- Pérez-Garcías, A., Tur, G., Darder-Mesquida, A., & Marín, V. I. (2020). Reflexive Skills in Teacher Education: A Tweet a Week. Sustainability, 12(8), 3161. https://doi.org/10.3390/su12083161
- Premadasa, H. K. S., Rathnayaka, R. M. K. T., Thiranagama, A. W., & Walpita, C. N. (2019). Remodeling the educational usage of Facebook in smart-mobile age. Education and Information Technologies, 24(1), 41-61. https://doi.org/10.1007/s10639-018-9759-6
- Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A selfgenerating professional learning paradigm. Computers & Education, 129, 143-158. https://doi.org/ 10.1016/j.compedu.2018.11.003
- Prestridge, S., Tondeur, J., & Ottenbreit-Leftwich, A. T. (2019). Insights from ICT-expert teachers about the design of educational practice: the learning opportunities of social media. Technology, Pedagogy and Education, 28(2), 157-172. https://doi.org/10.1080/1475939X.2019.1578685
- Rap, S., & Blonder, R. (2016). Let's Face(book) It: Analyzing Interactions in Social Network Groups for Chemistry Learning. Journal of Science Education and Technology, 25(1), 62-76. https://doi.org/ 10.1007/s10956-015-9577-1
- Rehm, M., & Notten, A. (2016). Twitter as an informal learning space for teachers!? The role of social capital in Twitter conversations among teachers. Teaching and Teacher Education, 60, 215-223. https://doi.org/ 10.1016/j.tate.2016.08.015
- Rensfeldt, A. B., Hillman, T., & Selwyn, N. (2018). Teachers "liking' their work? Exploring the realities of teacher Facebook groups. British Educational Research Journal, 44(2), 230-250. https://doi.org/10.1002/ berj.3325f
- 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
- Romero-Rodriguez, J. M., Rodriguez-Jimenez, C., Navas-Parejo, M. R., Marin-Marin, J. A., & Gomez-Garcia, G. (2020). Use of Instagram by Pre-Service Teacher Education: Smartphone Habits and Dependency Factors. International Journal of Environmental Research and Public Health, 17(11). https://doi.org/ 10.3390/ijerph17114097
- Rosenberg, H., Ophir, Y., & Asterhan, C. S. (2018). A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war. Teaching and Teacher Education, 73, 35-42. https:// doi.org/10.1016/j.tate.2018.03.011
- Rosenberg, J. M., Reid, J. W., Dyer, E. B., Koehler, M. J., Fischer, C. & McKenna, T. J. (2020). Idle chatter or compelling conversation? The potential of the social media-based #NGSSchatnetwork for supporting science education reform efforts. Journal of Research in Science Teaching, 57(9), 1322-1355. https:// doi.org/10.1002/tea.21660
- Saini, Ch. & Abraham, J. (2019). Modeling educational usage of social media in pre-service teacher education. Journal of Computing in Higher Education , 31, 21-55. https://doi.org/10.1007/s12528-018-9190-4(0123456789
- Salazar-Márquez, R. (2017). Digital immigrants in distance education. International Review of Research in Open and Distributed Learning: IRRODL, 18(6), 231-242. https://doi.org/10.19173/irrodl.v18i6.2967
- Santisteban, A., Díez-Bedmar, M. C., & Castellví, J. (2020). Critical digital literacy of future teachers in the Twitter Age. Culture and Education, 32(2), 1-28. https://doi.org/10.1080/11356405.2020.1741875
- Santoveña-Casal, S. (2019). Effects of continuous assessment on the academic performance of Future Teachers. Croatian Journal of Education: Hrvatski câsopis za odgoj i obrazovanje, 21(3), 777-822. https://doi.org/10.15516/cje.v21i3.3013
- Santoveña-Casal, S., & Bernal-Bravo, C. (2019). Exploring the influence of the teacher: Social participation on Twitter and academic perception. Comunicar, 58, 75-84. https://doi.org/10.3916/C58-2019-07
- Sarapin, S. H., & Morris, P. L. (2015). Faculty and Facebook friending: Instructor–student online social communication from the professor's perspective. The Internet and Higher Education, 27, 14-23. https://doi.org/10.1016/j.iheduc.2015.04.001
- Schwarz, B., & Caduri, G. (2016). Novelties in the use of social networks by leading teachers in their classes. Computers & Education, 102, 35-51. https://doi.org/10.1016/j.compedu.2016.07.002
- Schroeder, S., Curcio, R., & Lundgren, L (2019). Expanding the Learning Network: How Teachers Use Pinterest. Journal of Research on Technology in Education, 51(2), 166-186. https://doi.org/ 10.1080/15391523.2019.1573354
- Scott, H. E. (2018). Through the wall of literacy: transformative practice in social networks among GCSE re-sit Further Education students. Education & Training, 60(6), 569-583. https://doi.org/10.1108/ ET-03-2018-0054
- Sevim-Cirak, N. & Islim, O. F. (2020). Investigation into Nomophobia amongst Turkish pre-service teachers. Education and Information Technologies, 26(2), 1877–1895. https://doi.org/10.1007/ s10639-020-10335-9
- Shen, J. (2020). Introduction of social media to aid active-learning in medical teaching. Interactive Learning Environments, 1-8. https://doi.org/10.1080/10494820.2020.1766508
- Sinnema, C., Daly, A. J., Liou, Y. H., & Rodway, J. (2020). Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks. International Journal of Educational Research, 99, 101492. https://doi.org/10.1016/j.ijer.2019.10.002
- 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
- Starkey, L., Eppel, E. A., & Sylvester, A. (2019). How do 10-year-old New Zealanders participate in a digital world? Information, Communication & Society, 22(13), 1929-1944. https://doi.org/ 10.1080/1369118X.2018.1472795
- Suwinyattichaiporn, T., Johnson, Z. D., & Fontana, J. (2019). Investigating the influence of student–teacher Facebook interaction in Thailand. Asian Journal of Communication, 29(5), 391-404. https://doi.org/ 10.1080/01292986.2019.1651882
- Sweet, T., & Adhikari, S. A. (2020). Latent Space Network Model for Social Influence. Psychometrika, 85, 251– 274. https://doi.org/10.1007/s11336-020-09700-x
- Szeto, E., Cheng, A. Y. N., & Hong, J. C. (2016). Learning with social media: How do preservice teachers integrate YouTube and social media in teaching? The Asia-Pacific Education Researcher, 25(1), 35-44. https://doi.org/10.1007/s40299-015-0230-9
- Thompson, J., Hagenah, S., Lohwasser, K., & 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
- Torphy, K. T., Brandon, D. L., Daly, A. J., Frank, K. A., Greenhow, C., Hu, S., & Rehm, M. (2020). Social Media, Education, and Digital Democratization. Teachers College Record, 122(6), 1-7.
- Torphy, K., Liu, Y., Hu, S., & Chen, Z. (2020a). 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
- Torphy, K., Hu, S., Liu, Y., & Chen, Z. (2020b). Teachers turning to teachers: teacherpreneurial behaviors in social media. American Journal of Education, 127(1). https://doi.org/10.1086/711012
- 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., & Carpenter, J. (2017). Using Twitter in higher education in Spain and the USA. Comunicar, 25(1). https://doi.org/10.3916/C51-2017-02
- Tyrer, C. (2019). Beyond social chit chat? Analysing the social practice of a mobile messaging service on a higher education teacher development course. International Journal of Educational Technology in Higher Education, 16(1), 13. https://doi.org/10.1186/s41239-019-0143-4
- Van Den Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy and Education, 29(1), 35-55. https://doi.org/ 10.1080/1475939X.2019.1695657
- Wamuyu, P. K. (2018). Leveraging Web 2.0 technologies to foster collective civic environmental initiatives among low-income urban communities. Computers in Human Behavior, 85, 1-14. https://doi.org/ 10.1016/j.chb.2018.03.029
- Wang, J., Gao, F. R., Li, J., Zhang, J. P., Li, S. G., Xu, G. T., Xu, L., Chen, J. J., & Lu, L. X. (2017). The usability of WeChat as a mobile and interactive medium in student-centered medical teaching. Biochemistry and Molecular Biology education, 45(5), 421-425. https://doi.org/10.1002/bmb.21065
- Warnick, B. R., Bitters, T. A., Falk, T. M., & Kim, S. H. (2016). Social media use and teacher ethics. Educational Policy, 30(5), 771-795. https://doi.org/10.1177/0895904814552895
- Watson, S. (2020). New Right 2.0: Teacher populism on social media in England. British Educational Research Journal, 47(2), 299-315. https://doi.org/10.1002/berj.3664
- Wickramanayake, L., & Jika, S. M. (2018). Social media use by undergraduate students of education in Nigeria: A survey. The Electronic Library, 36(1), 21-37. https://doi.org/10.1108/EL-01-2017-0023
- Willet, K.B.S. (2019). Revisiting How and Why Educators Use Twitter: Tweet Types and Purposes in #Edchat. Journal of Research on Technology in Education, 51(3), 273-289. https://doi.org/ 10.1080/15391523.2019.1611507
- Xue, S., & Churchill, D. (2020). Educational affordances of mobile social media for language teaching and learning: a chinese teacher’s perspective. Computer Assisted Language Learning, 1-30. https:// doi.org/10.1080/09588221.2020.1765811
- Yancey, N. R. (2017). Social media and teaching-learning: connecting or distancing? Nursing Science Quarterly, 30(4), 303-306. https://doi.org/10.1177/0894318417724470