Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/92378
Type of publication: Straipsnis konferencijos medžiagoje Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or Scopus DB conference proceedings (P1a)
Field of Science: Edukologija / Education (S007)
Author(s): Kasperiūnienė, Judita;Daukilas, Sigitas
Title: Questioning social media for vocational training: the voices of teachers
Is part of: ICERI 2018 : 11th international conference of education, research and innovation, November, 12-14 2018, Seville, Spain : conference proceedings. Valencia : IATED Academy, 2018
Extent: p. 10302-10308
Date: 2018
Series/Report no.: (ICERI Proceedings)
Keywords: Qualitative research;Sectoral Practical Training Center;social media use for teaching;VET teacher perspective;vocational training
ISBN: 9788409059485
Abstract: Although technology enhanced learning is widespread in vocational training setting, Lithuanian Sectoral Practical Training Centers pay bigger attention to the use of specialized educational technologies, such as smart hairdresser workstation, electronic training stand, or simulator for specialized equipment management than social media. The use of social media as tool for training in a vocational training institution (especially sectoral practical training center operating in post-soviet country) requires more extended investigation because of social media continuous development, organizational culture as well as the emergence of new training and learning practices. Underpinned by the texts of symbolic interaction, this research explored how the vocational teachers, working in sectoral practical training centers, used social media tools (social networks, mobile apps and virtual learning environments). The grounded theory was applied for empirical data collection and analysis. The sensitizing concept - discovering self - made it possible to research vocational teachers not only as professionals, but also as adult learners continuously creating and sharing new professional knowledge. We found the split up in personal narratives, how teachers questioned the use of social media for the vocational training. Some research participants defended the opinion that smartphones and internet should not be used in classrooms, while others saw the benefits of such type of (practical) training. The study showed that even if social media use does not depend on the teacher's age, work experience and gender, vocational teachers and their students traditionally were involved into different mobile applications and social networks
Internet: https://hdl.handle.net/20.500.12259/92378
Affiliation(s): Vytauto Didžiojo universitetas
Žemės ūkio akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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