Social Networking Tools and Teacher Education Learning Communities: A Case Study

Abstract

Social networking tools have become an integral part of a pre-service teacher's educational experience. As a result, the educational value of social networking tools in teacher preparation programs must be examined. The specific problem addressed in this study is that the role of social networking tools in teacher education learning communities has been unclear. This suggests that teachers might be allowed to graduate without some of the necessary experience and skills to utilize social networking tools effectively in their chosen field. Without knowing the educational value of pre-service teachers using social networking tools, administrators and faculty may not be aware of how to improve the quality and effectiveness of the learning communities within their programs. The purpose of this qualitative embedded single case study was to examine the role of social networking tools within a pre-service teacher learning community. The unit of analysis in this single, embedded case study is a sample of pre-service teachers within a designated learning community selected from a population of elementary education program students. A purposefully selected group of 30 pre-service teachers and 6 faculty members who participate in a teacher education program at a four-year, public institution of higher education in Florida were the targeted participants. Data collection included participant interviews, observations, and a collection of artifacts. Data supplied by the participants revealed three overall themes; social networking tools in this specific teacher education learning community are used for communication, support, and an overall sense of connectedness. Because students interviewed in the study are expecting to use social networking tools in their future classrooms to communicate with caregivers and collaborate with colleagues, the results from this study suggest that social networking tools should be incorporated into a teacher education learning community as a resource for students so that they are properly prepared. Participants stated that they use social networking tools as a means for enhancing their communication, support, and connectivity with classmates; therefore, teacher education program administrators should make a concerted effort to incorporate social networking tools into the resources for all new student cohorts. Future research could focus on how social networking tools are monitored as well as quantify the usefulness of these tools within a teacher education learning community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]