Abstract
Social networks are a key element in young people's and teenagers' leisure time. But their influence goes beyond the field of entertainment further reaching educational and training environments. These tools can support and improve student learning, but it is clear that they can also be an inconvenience or a potential danger for the youth. The purpose of this research is to describe the profiles of teachers who use social networks as resources for their teaching, both inside and outside the classroom. It also seeks to know the characteristics that influence their incorporation as learning elements. For this reason, a secondary exploitation of the PISA 2018 database is carried out. It contains the data of 21,621 teachers of the secondary education level from the 19 regions of Spain. Multilevel analysis is used as a method of data analysis. The results point out differences in use according to the Autonomous Communities, showing the importance of the age of the teacher and the number of years of experience, both for their use in the classroom and to cover their training needs. Quality teaching requires a commitment to technological resources; therefore, decisive to know these elements in order to design teachers and educational institutions.
Highlights
The Annual Study of Social Networks (SPAIN, 2019) points out that in Spain, 85% of Internet users between the ages of 16 and 65 use social networks
The results of this study show three elements of the teacher’s profile having an influence on the use of social networks in education
The first relevant fact is the age of teachers who do not use social networks in teaching, which is significantly different from those who do
Summary
The Annual Study of Social Networks (SPAIN, 2019) points out that in Spain, 85% of Internet users between the ages of 16 and 65 use social networks. Coll (2013) highlights that the skills and competences we develop between the learning we experience, are the result of the different scenarios in which we take part and develop Considering this casuistry from the educational point of view, we can identify schools as one of these scenarios. What we mean is that many young people spend part of their time following referents or ”influencers” who can influence them in some way In this new learning ecology described by the author, the most decisive factor is the ability to acquire new knowledge, searching for and generating those conditions to learn in diverse contexts and situations, rather than possessing a dense body of knowledge. This knowledge is updated at a dizzying rate, in these digital niches that have high numbers of visits from young profiles, profiles that we have been calling Millennials or Generation Z, among other categorizations
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