A Research on the Use of Social Media Networks by Teacher Candidates
Journal of Curriculum and Teaching Volume 7, Number 1, ISSN 1927-2677
Social media networks are the most important product of the development of computer and communication technologies that affect social life. Social media networks have become a driving force in social and cultural development, while providing social contact for people. This force has improved its sphere of influence over societies in many fields such as health, defense, banking, commerce, marketing and entertainment, especially in education, which sometimes have no relationship with each other. This study is a qualitative educational research based on content analysis of teacher candidates' research on using social media networks. The study's population is composed of 552 teacher candidates who are reached with the help of social media networks. A data collection tool developed by the researcher in order to collect data was used in the research. A personal information section containing information on the participants and their use of social media networks was used in the first part of the data collection tool while a form consisting of 7 semi-structured questions was used in the second part. Data were analyzed by using descriptive analysis and content analysis for the data obtained from data collection tool. Given the findings of the study, it is concluded that more than half of teacher candidates participating in the research use social media networks more than once every day; more than half of these candidates use social media networks for 2 to 4 hours a day; they mostly use mobile instant messaging tools; the most popular social media networks teacher candidates are Instagram and Facebook; they mostly use social media networks in order to communicate with their friends; they attribute different meanings to social media networks and they regard social media tools as a pedagogical value.
Bolat, Y. (2018). A Research on the Use of Social Media Networks by Teacher Candidates. Journal of Curriculum and Teaching, 7(1), 147-157.