Literaturnachweis - Detailanzeige
| Autor/inn/en | Kenna, Joshua; Hensley, Matthew |
|---|---|
| Titel | Social Studies and Social Media: Status among K-12 Tennessee Teachers before COVID |
| Quelle | In: Research in Social Sciences and Technology, 8 (2023) 2, S.101-115 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Elementary Secondary Education; Social Studies; Social Media; Technology Uses in Education; Geographic Location; Instructional Program Divisions; Teaching Experience; COVID-19; Pandemics; Pedagogical Content Knowledge; Technological Literacy; Preschool Education; Tennessee |
| Abstract | Technology integration has received a significant amount of money from the budgets of schools in the United States, even prior to COVID-19. Social media as an instructional tool was also receiving growing attention. However, since COVID-19 it seems that there is an even larger shift in the calls to use social media. The purpose of this survey study was to report K-12 Tennessee social studies teachers' self-reported social media use just prior to the COVID-19. Moreover, we compared teachers' use of social media based on geography, grade level and teaching experience. Findings suggest that teachers rarely used social media in their teaching; however, statistically significant findings were discovered based on teaching experience. (As Provided). |
| Anmerkungen | Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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