The Contribution of the Social Network to the Teaching and Learning Process
Abstract: This study aims to investigate the contribution of learning activities to attitudes of teachers who experienced implementation of pedagogical models of social networks regarding their integration in teaching, and recommendations to education practitioners with regard to effective application in teaching. The research participants were 34 pre-service teachers. The research method integrates the qualitative and quantitative approaches, enabling a thorough investigation of the various aspects of the research. Social networks facilitates activities that promote involvement, collaboration and engagement. Modeling of best practices using social networks enhances its usage by students, increases students confidence as to its implementation and creates a paradigm shift to a more personalized, participatory and collaborative learning and a more positive attitude towards its implementation.
Presider: Todd Cherner, University of North Carolina - Chapel Hill