Social media and non-university teachers from a gender perspective in Spain

  1. Ángela Martín-Gutiérrez
  2. Elias Said-Hung
  3. Jesús Conde-Jiménez
Zeitschrift:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Datum der Publikation: 2024

Ausgabe: 13

Nummer: 1

Art: Artikel

DOI: 10.1007/S44322-024-00010-Z DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: NAER: Journal of New Approaches in Educational Research

Zusammenfassung

Non-university teaching staff must use social media platforms (SMP) to update themselves on educational matters. This study aims to analyze how these teachers in Spanish non-university education, differentiating between men and women, value and use SMPs to update themselves in educational matters. A total of 463 Spanish teachers participated in this survey-type study. The results show that the perception of usefulness, responsible use, and the role of educational institutions and agents remains medium or low. At the descriptive level, differences between men and women are detected in the perceptions of the teachers surveyed, with female teachers having a more favourable perception of the usefulness, use, and role of social media assumed by the institutions in which they work professionally compared to male teachers. It is concluded that there are three profiles of non-university teachers according to the variables analyzed that do not show differences according to the sex of the teachers. The implications of this study help to propose actions that help improve the scenario by 1) increasing the training channels, 2) increasing the levels of educational innovation through SMP, 3) increasing the effectiveness of teaching–learning strategies, and 4) promoting of skills that contribute to greater use and perception of these scenarios for the training of teachers and students.

Bibliographische Referenzen

  • Aguilera-Mata, R., & Garcia, S. (2021). Las redes sociales como herramienta de formacion docente: reflexiones y experiencias personales. Revista Electrónica Transformar, 2(1), 30–40. https:// bit. ly/ 48q1j yR
  • Aguilera-Mata, R., & S. Garcia. (2022). Social networks as a tool for teacher training: reflections and personal experiences. Revista electrónica transformar, 2(1), 30–40. https:// bit. ly/ 48q1j yR
  • Alcala, M. J., Santos, M. J., & Leiva, J. (2020). Digital competences in the training process of future education professionals. Revista D’innovació Docent Universitària, 12, 22–31. https:// doi. org/ 10. 1344/ RIDU2 020. 12.3
  • Alsina, A., & Rodriguez-Muniz, L. (2021). Statistics and probability threads on TwitterR: a new tool for the professional development of mathematics teachers. Educação Matemática Pesquisa, 23(4), 21–53. https:// doi. org/ 10. 23925/ 983-3156. 2021v 23i4p 001-007
  • Bergviken, A., 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. 3325
  • Cambronero-Saiz, B., Segarra-Saavedra, J., & Cristofol-Rodriguez, C. (2021). Analysis of the engagement of the main popular science youtubers from a gender perspective. Cuestiones de Género: de la Igualdad y la Diferencia, 16, 521–535. https:// doi. org/ 10. 18002/ cg. v0i16. 6914
  • Casipit, D., Cara-Alamani, E., Ravago, J., Reyes, M., Pagay, J., & Tagasa, G. (2022). Gender differences in using social media in language and literature teaching in multicultural context. International Journal of Language and Literary Studies, 4(4), 52–65. https:// doi. org/ 10. 36892/ ijlls. v4i4. 1083
  • Castellanos, A., Sanchez, C., & Calderero, J. (2017). New techno-pedagogical models: Digital competence in University students. Revista Electrónica de Investigación Educativa, 19(1), 1–9. https:// doi. org/ 10. 24320/ redie. 2017. 19.1. 1148
  • De Nicola, A., & D’Agostino, G. (2021). Assessment of gender divide in scientific communities". Scientometrics, 126(5), 3807–3840. https:// doi. org/ 10. 1007/ s11192-021-03885-3
  • Fernandez, I., Menendez, O., Fuertes, J., Milan, M., & Mecha, R. (2019). La comunidad científica antes las redes sociales. Guía de actuación para divulgar ciencia a través de ellas. Universidad Complutense de Madrid.
  • Finkler, W., & Leon, B. (2019). The power of storytelling and video: a visual rhetoric for science communication. JCOM: Journal of Science Communication, 18(05), A02. https:// doi. org/ 10. 22323/2. 18050 202
  • Fosch-Villaronga, E., Poulsen, A., Soraa, R. A., & Custers, B. H. M. (2021). A little bird told me your gender: Gender inferences in social media. Information Processing & Management, 58(3), 102541. https:// doi. org/ 10. 1016/j. ipm. 2021. 102541
  • Gil, M. G., & Serna, E. G. (2014). Avatar-habitar-actuar. Jovenes en las redes sociales virtuales: .Habitantes, navegantes o actores digitales? Análisis., 46(85), 253–283. https:// doi. org/ 10. 15332/ s0120-8454. 2014. 0085. 05
  • Gonzalez, R., Acevedo, A., Martin, V., & Cachicatari, E. (2022). Latin American professors’ research culture in the digital age. Comunicar, 70, 71–83. https:// doi. org/ 10. 3916/ C70-2022-06
  • Gonzalez-Sanmamed, M., Sangra, A., Souto-Seijo, A., & Blanco, I. (2018). Learning ecologies in the digital age: Challenges for higher education. Publicaciones., 48(1), 11–38. https:// doi. org/ 10. 30827/ publi cacio nes. v48i1. 7329
  • Karimi, H., Knake, K., & Frank, K. (2022). Teachers in social media: A gender-aware behavior analysis. IEEE International Conference on Big Data (big Data), 2022, 1842–1849. https:// doi. org/ 10. 1109/ BigDa ta556 60. 2022. 10020 354
  • Manca, S., & Ranieri, M. (2016). Facebook and the others: Potentials and obstacles of social media for teaching in higher education. Computers and Education, 95, 216–230. https:// doi. org/ 10. 1016/j. compe du. 2016. 01. 012
  • Mayor, M. (2020). Divulgacion cientifica a traves del lenguaje del comic: La COVID-19. Revista de Medicina y Cine, 16(1), 69–79. https:// doi. org/ 10. 14201/ rmc20 2016e 6979
  • Meishar-Tal, H., & Pieterse, E. (2017). Why do academics use academic social networking sites? The International Review of Research in Open and Distributed Learning, 18(1), 1–22. https:// doi. org/ 10. 19173/ irrodl. v18i1. 2643
  • Ministry of Education and Vocational Training. (2019). State register of non-university educational centres. https:// bit. ly/ 3IPBW M8
  • Ostashewski, N., Moisey, S., & Reid, D. (2021). Applying constructionist principles to online teacher professional development. International Review of Research in Open and Distance Learning., 12(6), 143–156. https:// doi. org/ 10. 19173/ irrodl. v12i6. 976
  • Paredes-Chacin, A. J., Inciarte, A., & Walles-Penaloza, D. (2020). Higher education and research in Latin America: Transition to the use of digital technologies by Covid-19. Revista de Ciencias Sociales., 26(3), 98–117. https:// doi. org/ 10. 31876/ rcs. v26i3. 33236
  • Rai, P., & Khanna, P. (2012). Gender classification techniques: A review. In D. Wyld, J. Zizka, & D. Nagamalai (Eds.), Advances in Computer Science, Engineering & Applications (pp. 51–59). Springer. https:// doi. org/ 10. 1007/ 978-3-642-30157-5_6
  • Rubio, M. J., & Escofet, A. (2013). Estudio sobre los usos de las TIC y las posibilidades de empoderamiento de las mujeres. Revista Iberoamericana de Educación., 62(3), 1–13. https:// doi. org/ 10. 35362/ rie62 3819
  • Salinas, J., & Marin, V. I. (2019). Metasintesis cualitativa sobre colaboracion cientifica e identidad digital academica en redes sociales. Revista Iberoamericana de Educación a Distancia, 22(2), 97–117. https:// doi. org/ 10. 5944/ ried. 22.2. 23238
  • Torres-Lima, H. J. (2017). The educomunication and instructional design. Razón y Palabra., 21, 22–31. https:// bit. ly/ 3GMOB 1s
  • Vaast, E. (2020). A seat at the table and a room of their own: Interconnected processes of social media use at the intersection of gender and occupation. Organization Studies, 41(12), 1673–1695. https:// doi. org/ 10. 1177/ 01708 40619 894923
  • 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/ 14759 39X. 2019. 16956 57
  • Visser, R., Calvert Evering, L., & Barrett, D. (2014). Twitter for teachers: The implications of Twitter as a self-directed professional development tool for K–12 teachers. Journal of Research on Technology in Education, 46, 396–413. https:// doi. org/ 10. 1080/ 15391 523. 2014. 925694
  • Zaragoza, J. C., & Roca, D. (2021). Elmovimiento youtuber en la divulgacion cientifica espanola. Revista Prisma Social., 31, 212–238. https:// revis tapri smaso cial. es/ artic le/ view/ 3942