Discursos en Facebook y Twitter sobre el uso educativo de móviles en el aula

Pedro César Mellado-Moreno; Josefina Patiño-Masó; Francisco Javier Ramos-Pardo; Meritxell Estebanell-Minguell

doi:10.4185/RLCS-2022-1541

Authors

Pedro César Mellado-Moreno Universidad Rey Juan Carlos https://orcid.org/0000-0001-8982-2120
Josefina Patiño-Masó Universitat de Girona https://orcid.org/0000-0002-2322-2437
Francisco Javier Ramos-Pardo Universidad de Castilla-La Mancha https://orcid.org/0000-0003-4989-7931
Meritxell Estebanell-Minguell Universitat de Girona https://orcid.org/0000-0002-6576-3207

DOI:

https://doi.org/10.4185/RLCS-2022-1541

Keywords:

Education; mobile phone; schools; classroom; speech; Facebook; Twitter.

Abstract

Introduction: Messages about the pedagogical use of smartphones in the classroom generate debate in social networks and bring about opinion among citizens. This paper aims to analyze the characteristics of the messages, that are disseminated on Facebook and Twitter about the educational use of smartphones in the classroom according to whether the arguments they defend are based on promotion, prohibition, or indeterminacy; and to identify the profiles of their main issuers, as well as the type of argumentative content of the messages that have the greatest impact. Methodology: A descriptive study was carried out. 142 messages in Spanish or English are analyzed, without excluding their geographical origin, from a mixed approach using the engagement criterion to classify their relevance. Results: The results show that the predominant argumentation is the promotion of the educational use of smartphones in the classroom, being education professionals the predominant publishers. Arguments for prohibition are mainly issued by the media and institutional profiles, and these messages have the greatest impact. Discussion: knowing how the informal leadership generated in social networks can lead to a change in the social and/or political agenda, the relationship found between the type of user and the type of message they emit, confirm the relevance of the present study. Conclusions: Ultimately, we find that the criticisms and misgivings about the use of smartphones in the classroom are due to the widespread confusion between the use of smartphones and the use of social networks.

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Author Biographies

Pedro César Mellado-Moreno, Universidad Rey Juan Carlos

Ph.D. from the Universidad de Girona. She has a bachelor´s degree in Psychology. Pediatric Nurse. Associate Professor at the Universidad de Girona (UdG). Member of the Research and Quality of Life Institute of the UdG. Researcher of the Health Psychology Research Group recognized by the Government of Catalonia. Research lines focused on teaching methodologies and child and adolescent care.

Josefina Patiño-Masó, Universitat de Girona

Ph.D. from the Universidad de Girona. She has a bachelor´s degree in Psychology. Pediatric Nurse. Associate Professor at the Universidad de Girona (UdG). Member of the Research and Quality of Life Institute of the UdG. Researcher of the Health Psychology Research Group recognized by the Government of Catalonia. Research lines focused on teaching methodologies and child and adolescent care.

Francisco Javier Ramos-Pardo, Universidad de Castilla-La Mancha

Associate Professor at the Universidad de Castilla-La Mancha. Ph.D. in Pedagogy (Universidad Complutense de Madrid, 2010), since 2007 he teaches at the Faculty of Education of Cuenca, within the area of Theory and History of Education of the Department of Pedagogy. Accredited as Associate Professor, he has a six-year research period (2018). Author of more than twenty articles, he has participated in and directed several research projects financed in competitive calls.

Meritxell Estebanell-Minguell, Universitat de Girona

Bachelor´s Degree in Philosophy and Educational Sciences (Universitat de Barcelona) and Ph.D. in Pedagogy (Universitat de Girona). She is an Associate Professor of Educational Technology in the Department of Pedagogy at the Universitat de Girona. She has been director of the Institute of Educational Sciences, vice-dean of the Faculty of Education and Psychology, and director of the Department of Pedagogy at the UdG. She is responsible for the research group “UdiGitalEdu: Creative Learning, STEAM, and Social change” and a member of the SGR “Diversity, Art, and Technology in Education”. She researches ICT and technologies for learning and knowledge, linked to their didactic and curricular application.

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