#IMHO: Extending social media to promote the development of critical thinking skills of EFL pre-service teachers

Resultado de la investigación: Research - revisión exhaustivaConference contribution

Resumen

As social media expands exponentially, such technology is proving to have the potential not only to transform approaches to teaching and learning but also, and more importantly, to transform learners themselves. Meanwhile, current education scholarship is calling for a new paradigm where learners are seen not as information receivers but as 21st century critical thinkers with the well-developed skills to communicate those thoughts. Yet, this discourse often fails to provide practical examples of how to arrive at this paradigm and surprisingly, reflects an unawareness of technology's possible role in enabling this process. This disconnect is particularly counterproductive when the learners are our future teachers, the very individuals that will soon be responsible for fostering those 21st century skills for the next generation of learners. Our research seeks to close that gap. We used a Qualitative Longitudinal Case Study approach to examine peer mentoring of oral communication skills among pre-service teachers in the context of a Chilean private university's English as a foreign language (EFL) teacher education program. The focus of the classroom-based study was on the responses of future teachers to the audio files of their peers' oral communication in an online community blog and the extent to which they reflected critical thinking behaviours. We draw on sociocultural theory, and its emphasis on agency and investment, to explain the transformations of these individuals in terms of critical thinking skills and their identities as future teachers. The encouraging findings from the significant and rich data collected in this study clearly indicate the value of leveraging social media at the classroom level to enable critical thinking through peer mentoring, while enhancing participants' knowledge construction. We consider that a multidisciplinary application of this approach involving social media can offer hope to those struggling with how to promote 21st century transformations in educational contexts.

IdiomaEnglish
Título de la publicación alojadaProceedings of the 12th International Conference on e-Learning, ICEL 2017
EditorialAcademic Conferences Limited
Páginas48-55
Número de páginas8
ISBN (versión digital)9781911218357
EstadoPublished - 2017
Publicado de forma externa
Evento12th International Conference on e-Learning, ICEL 2017 - Orlando, United States
Duración: 1 jun 20172 jun 2017

Conference

Conference12th International Conference on e-Learning, ICEL 2017
PaísUnited States
CiudadOrlando
Período1/06/172/06/17

Huella dactilar

social media
teacher
Education
Communication
Blogs
Teaching
mentoring
paradigm
classroom
education
private university
internet community
weblog
communication skills
foreign language
recipient
discourse
communication
learning

Keywords

    ASJC Scopus subject areas

    • Computer Science (miscellaneous)
    • Computer Science Applications
    • Information Systems
    • Education

    Citar esto

    Charbonneau-Gowdy, P., & Pizarro, J. (2017). #IMHO: Extending social media to promote the development of critical thinking skills of EFL pre-service teachers. En Proceedings of the 12th International Conference on e-Learning, ICEL 2017 (pp. 48-55). Academic Conferences Limited.
    Charbonneau-Gowdy, Paula ; Pizarro, Jaime. / #IMHO : Extending social media to promote the development of critical thinking skills of EFL pre-service teachers. Proceedings of the 12th International Conference on e-Learning, ICEL 2017. Academic Conferences Limited, 2017. pp. 48-55
    @inbook{3402149f99c0413d9088d014d970998a,
    title = "#IMHO: Extending social media to promote the development of critical thinking skills of EFL pre-service teachers",
    abstract = "As social media expands exponentially, such technology is proving to have the potential not only to transform approaches to teaching and learning but also, and more importantly, to transform learners themselves. Meanwhile, current education scholarship is calling for a new paradigm where learners are seen not as information receivers but as 21st century critical thinkers with the well-developed skills to communicate those thoughts. Yet, this discourse often fails to provide practical examples of how to arrive at this paradigm and surprisingly, reflects an unawareness of technology's possible role in enabling this process. This disconnect is particularly counterproductive when the learners are our future teachers, the very individuals that will soon be responsible for fostering those 21st century skills for the next generation of learners. Our research seeks to close that gap. We used a Qualitative Longitudinal Case Study approach to examine peer mentoring of oral communication skills among pre-service teachers in the context of a Chilean private university's English as a foreign language (EFL) teacher education program. The focus of the classroom-based study was on the responses of future teachers to the audio files of their peers' oral communication in an online community blog and the extent to which they reflected critical thinking behaviours. We draw on sociocultural theory, and its emphasis on agency and investment, to explain the transformations of these individuals in terms of critical thinking skills and their identities as future teachers. The encouraging findings from the significant and rich data collected in this study clearly indicate the value of leveraging social media at the classroom level to enable critical thinking through peer mentoring, while enhancing participants' knowledge construction. We consider that a multidisciplinary application of this approach involving social media can offer hope to those struggling with how to promote 21st century transformations in educational contexts.",
    keywords = "21 century skills, Critical thinking, Peer mentoring, Social media, Teacher education",
    author = "Paula Charbonneau-Gowdy and Jaime Pizarro",
    year = "2017",
    pages = "48--55",
    booktitle = "Proceedings of the 12th International Conference on e-Learning, ICEL 2017",
    publisher = "Academic Conferences Limited",

    }

    Charbonneau-Gowdy, P & Pizarro, J 2017, #IMHO: Extending social media to promote the development of critical thinking skills of EFL pre-service teachers. En Proceedings of the 12th International Conference on e-Learning, ICEL 2017. Academic Conferences Limited, pp. 48-55, 12th International Conference on e-Learning, ICEL 2017, Orlando, United States, 1/06/17.

    #IMHO : Extending social media to promote the development of critical thinking skills of EFL pre-service teachers. / Charbonneau-Gowdy, Paula; Pizarro, Jaime.

    Proceedings of the 12th International Conference on e-Learning, ICEL 2017. Academic Conferences Limited, 2017. p. 48-55.

    Resultado de la investigación: Research - revisión exhaustivaConference contribution

    TY - CHAP

    T1 - #IMHO

    T2 - Extending social media to promote the development of critical thinking skills of EFL pre-service teachers

    AU - Charbonneau-Gowdy,Paula

    AU - Pizarro,Jaime

    PY - 2017

    Y1 - 2017

    N2 - As social media expands exponentially, such technology is proving to have the potential not only to transform approaches to teaching and learning but also, and more importantly, to transform learners themselves. Meanwhile, current education scholarship is calling for a new paradigm where learners are seen not as information receivers but as 21st century critical thinkers with the well-developed skills to communicate those thoughts. Yet, this discourse often fails to provide practical examples of how to arrive at this paradigm and surprisingly, reflects an unawareness of technology's possible role in enabling this process. This disconnect is particularly counterproductive when the learners are our future teachers, the very individuals that will soon be responsible for fostering those 21st century skills for the next generation of learners. Our research seeks to close that gap. We used a Qualitative Longitudinal Case Study approach to examine peer mentoring of oral communication skills among pre-service teachers in the context of a Chilean private university's English as a foreign language (EFL) teacher education program. The focus of the classroom-based study was on the responses of future teachers to the audio files of their peers' oral communication in an online community blog and the extent to which they reflected critical thinking behaviours. We draw on sociocultural theory, and its emphasis on agency and investment, to explain the transformations of these individuals in terms of critical thinking skills and their identities as future teachers. The encouraging findings from the significant and rich data collected in this study clearly indicate the value of leveraging social media at the classroom level to enable critical thinking through peer mentoring, while enhancing participants' knowledge construction. We consider that a multidisciplinary application of this approach involving social media can offer hope to those struggling with how to promote 21st century transformations in educational contexts.

    AB - As social media expands exponentially, such technology is proving to have the potential not only to transform approaches to teaching and learning but also, and more importantly, to transform learners themselves. Meanwhile, current education scholarship is calling for a new paradigm where learners are seen not as information receivers but as 21st century critical thinkers with the well-developed skills to communicate those thoughts. Yet, this discourse often fails to provide practical examples of how to arrive at this paradigm and surprisingly, reflects an unawareness of technology's possible role in enabling this process. This disconnect is particularly counterproductive when the learners are our future teachers, the very individuals that will soon be responsible for fostering those 21st century skills for the next generation of learners. Our research seeks to close that gap. We used a Qualitative Longitudinal Case Study approach to examine peer mentoring of oral communication skills among pre-service teachers in the context of a Chilean private university's English as a foreign language (EFL) teacher education program. The focus of the classroom-based study was on the responses of future teachers to the audio files of their peers' oral communication in an online community blog and the extent to which they reflected critical thinking behaviours. We draw on sociocultural theory, and its emphasis on agency and investment, to explain the transformations of these individuals in terms of critical thinking skills and their identities as future teachers. The encouraging findings from the significant and rich data collected in this study clearly indicate the value of leveraging social media at the classroom level to enable critical thinking through peer mentoring, while enhancing participants' knowledge construction. We consider that a multidisciplinary application of this approach involving social media can offer hope to those struggling with how to promote 21st century transformations in educational contexts.

    KW - 21 century skills

    KW - Critical thinking

    KW - Peer mentoring

    KW - Social media

    KW - Teacher education

    UR - http://www.scopus.com/inward/record.url?scp=85027842074&partnerID=8YFLogxK

    M3 - Conference contribution

    SP - 48

    EP - 55

    BT - Proceedings of the 12th International Conference on e-Learning, ICEL 2017

    PB - Academic Conferences Limited

    ER -

    Charbonneau-Gowdy P, Pizarro J. #IMHO: Extending social media to promote the development of critical thinking skills of EFL pre-service teachers. En Proceedings of the 12th International Conference on e-Learning, ICEL 2017. Academic Conferences Limited. 2017. p. 48-55.