Upper secondary and vocational level teachers at social software

This study focuses on upper secondary and vocational level teachers as users of social software i.e. what software they use during their leisure and work and for what purposes they use software in teaching. The study is theorised within a technological pedagogical content knowledge framework, the em...

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Bibliographic Details
Published in:Education and information technologies 2014-12, Vol.19 (4), p.763-779
Main Authors: Valtonen, Teemu, Kontkanen, Sini, Dillon, Patrick, Kukkonen, Jari, Väisänen, Pertti
Format: Article
Language:English
Subjects:
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computer Software
Computers and Education
Cooperative Learning
Education
Educational software
Educational Technology
Group work in education
Information Systems Applications (incl.Internet)
Knowledge
Likert Scales
Mass Media Use
Pedagogical Content Knowledge
Questionnaires
Secondary school students
Secondary School Teachers
Social Networks
Social psychology
Surveys
Teacher Surveys
Teachers
Team learning approach in education
Technological Literacy
Technology Uses in Education
Use Studies
User Interfaces and Human Computer Interaction
Vocational Schools
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Summary:This study focuses on upper secondary and vocational level teachers as users of social software i.e. what software they use during their leisure and work and for what purposes they use software in teaching. The study is theorised within a technological pedagogical content knowledge framework, the emphasis is especially on technological knowledge and technological pedagogical knowledge. Four hundred thirty seven teachers were surveyed using an online questionnaire with Likert scaled statements and open-ended questions. Results suggest that the number of different types of social software actively used for teaching is small and that the potential of social software as a tool for supporting collaborative learning has not yet been realised. Discussion of the results is framed in the context of teachers’ developing technological pedagogical content knowledge.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-013-9252-1