Area, Manuel (2008). Communication and Education. Seven contributions theoretical concepts. Lulu Publishing, Inc.
Today
education and practice that this entails are being mediated by changes in the technology and the Internet are major contributors in the formation processes for both the teacher and the student.
The Internet as an educational tool that provides support as a strategy for teaching and learning processes is essential to use, once you check your benefits and contributions is common to want to make the most searching and adapting to different uses practice.
Among these uses are social networks, which turn out to be a resource very helpful to strengthen our practices of everyday life, provide a connection with people related to our customs, knowledge and tasks that seek to share and enhance their experiences and work, such is the case for teaching social networks.
This paper discusses the potential utility of this type of virtual networks for teacher education raised from collaboration and exchange of experience and professional knowledge. Taking this approach means radically changing the traditional vision of how training and professional development of teachers. Faced with designing training as a single action that each teacher assumes solo the self through social networks means committing to a model of teacher professionalism based on democratic and collaborative construction of knowledge.
The author handles a type of Internet social networks as learning communities for the purpose of appropriate teacher training is classified into thematic networks or micro-communities with a specific interest (such as Ning, Elgg, GROU.PS, Google Groups, ...). The reasons or arguments that justify the need to use virtual spaces for collaborative work between communities of practice, as is the case of teachers, are varied, but basically could be summarized Two:
a) The use of the resources provided by Internet (e-mail, forums, IM, virtual classrooms, file-sharing) can extend beyond the face or physical encounter communication between each of the subject beyond the limitations space and time.
That is, a network or virtual workspace makes it possible for any subject, in this case teachers, can meet and stay in touch and constant communication with other teachers regardless of where you are.
b) The other argument is linked to the concept of knowledge management is understood as "the set of activities to use, share, develop and manage the knowledge possessed by an organization and individuals in this work, so that these are geared towards the better attainment of its objectives ... This method of working allows people to learn, have discretion and reinforce their knowledge.
Therefore, the virtual spaces of social networks are also called learning communities that we understand as a kind of virtual community or social group characterized by Rubio as "groups of people (professionals, students, people with common interests ...) that interact through the network, on an ongoing basis to exchange information, ideas and experiences in order to ensure the personal and professional development of members that compose it. "
To explain more clearly the role that the teaching of social networks on the Internet, presents a definition of it and two major types of networks or virtual communities teachers.
a network, group or group of teachers can be defined as a professional community for self-created and shared learning are characterized by voluntary efforts of teachers, democratic in origin and operation, with a strong commitment to innovation, change and educational improvement, with clear goals and a shared purpose (Marcelo, 2001; 2002).
These sites have been created to facilitate exchange materials, to broadcast news, for discussion or educational discussions, experiences or to join collaborative projects between schools, two such networks are: Social-Networking
teachers
or corporate supervised by a public or private.
-self-managed social networks are created by teachers and managed by an individual, group or collective teacher without direct sponsorship or organic link with any institution or group of companies.
Both types of networks, both supervised and self-managed,
we regard them as necessary and spaces complementary and self-training collaboration among teachers.
way of thinking also have the potential and limitations of these spaces, the first is that the fact that the organization of a network or virtual space does not necessarily mean there is a greater intensity and improved communication among teachers. This will depend fundamentally on the degree of involvement, participation and method of use of such spaces by belonging to a network.
Potential of Internet networks
teachers What does the creation and participation in a virtual community of teachers?. The main potential the existence of a network of teachers on the Internet are:
-Allows you to "go public" or collective group of teachers in cyberspace.
-Allows communication among network members may be made in
any time and from anywhere.
-Allows sharing and exchange of materials and resources developed individually.
-Allows you to generate documents and / or materials by a process of collaborative work in a period of time.
-teaching allows each person can rebuild their experience and communicate it to others through blogs and online newspapers (in the case of newspapers or educational blogs are called "edublogs").
-Allows the creation of boards / news channels of joint interest for the group.
Limitations and weaknesses of virtual educational networks
Why social networks fail on the. Some of these causes are:
"That the members are not continuously connected to the network so that virtual space is empty.
"That has very active members in the network, and other liabilities.
virtual network "That is not conducive to" learning experiences "
satisfactory to the members of the same.
is an interesting activity that every teacher should experience, has much to gain and nothing really to lose, consider it an way to strengthen the development and performance of any task, provided that the network contains end of exchanges of experiences and valuable knowledge.
I agree with the author to suggest to teachers that foster such networks among students, because they can be obtained very good results, and better than today's youth, who are experts interact with each other through the Internet, are more productive use of this tool.
online social networks are another option to leverage our knowledge and experience to the fullest, which visit and / or belong to one of them does not hurt to add it to daily life, is increasingly seen more influenced by the power of the Internet.
Today
education and practice that this entails are being mediated by changes in the technology and the Internet are major contributors in the formation processes for both the teacher and the student.
The Internet as an educational tool that provides support as a strategy for teaching and learning processes is essential to use, once you check your benefits and contributions is common to want to make the most searching and adapting to different uses practice.
Among these uses are social networks, which turn out to be a resource very helpful to strengthen our practices of everyday life, provide a connection with people related to our customs, knowledge and tasks that seek to share and enhance their experiences and work, such is the case for teaching social networks.
This paper discusses the potential utility of this type of virtual networks for teacher education raised from collaboration and exchange of experience and professional knowledge. Taking this approach means radically changing the traditional vision of how training and professional development of teachers. Faced with designing training as a single action that each teacher assumes solo the self through social networks means committing to a model of teacher professionalism based on democratic and collaborative construction of knowledge.
The author handles a type of Internet social networks as learning communities for the purpose of appropriate teacher training is classified into thematic networks or micro-communities with a specific interest (such as Ning, Elgg, GROU.PS, Google Groups, ...). The reasons or arguments that justify the need to use virtual spaces for collaborative work between communities of practice, as is the case of teachers, are varied, but basically could be summarized Two:
a) The use of the resources provided by Internet (e-mail, forums, IM, virtual classrooms, file-sharing) can extend beyond the face or physical encounter communication between each of the subject beyond the limitations space and time.
That is, a network or virtual workspace makes it possible for any subject, in this case teachers, can meet and stay in touch and constant communication with other teachers regardless of where you are.
b) The other argument is linked to the concept of knowledge management is understood as "the set of activities to use, share, develop and manage the knowledge possessed by an organization and individuals in this work, so that these are geared towards the better attainment of its objectives ... This method of working allows people to learn, have discretion and reinforce their knowledge.
Therefore, the virtual spaces of social networks are also called learning communities that we understand as a kind of virtual community or social group characterized by Rubio as "groups of people (professionals, students, people with common interests ...) that interact through the network, on an ongoing basis to exchange information, ideas and experiences in order to ensure the personal and professional development of members that compose it. "
To explain more clearly the role that the teaching of social networks on the Internet, presents a definition of it and two major types of networks or virtual communities teachers.
a network, group or group of teachers can be defined as a professional community for self-created and shared learning are characterized by voluntary efforts of teachers, democratic in origin and operation, with a strong commitment to innovation, change and educational improvement, with clear goals and a shared purpose (Marcelo, 2001; 2002).
These sites have been created to facilitate exchange materials, to broadcast news, for discussion or educational discussions, experiences or to join collaborative projects between schools, two such networks are: Social-Networking
teachers
or corporate supervised by a public or private.
-self-managed social networks are created by teachers and managed by an individual, group or collective teacher without direct sponsorship or organic link with any institution or group of companies.
Both types of networks, both supervised and self-managed,
we regard them as necessary and spaces complementary and self-training collaboration among teachers.
way of thinking also have the potential and limitations of these spaces, the first is that the fact that the organization of a network or virtual space does not necessarily mean there is a greater intensity and improved communication among teachers. This will depend fundamentally on the degree of involvement, participation and method of use of such spaces by belonging to a network.
Potential of Internet networks
teachers What does the creation and participation in a virtual community of teachers?. The main potential the existence of a network of teachers on the Internet are:
-Allows you to "go public" or collective group of teachers in cyberspace.
-Allows communication among network members may be made in
any time and from anywhere.
-Allows sharing and exchange of materials and resources developed individually.
-Allows you to generate documents and / or materials by a process of collaborative work in a period of time.
-teaching allows each person can rebuild their experience and communicate it to others through blogs and online newspapers (in the case of newspapers or educational blogs are called "edublogs").
-Allows the creation of boards / news channels of joint interest for the group.
Limitations and weaknesses of virtual educational networks
Why social networks fail on the. Some of these causes are:
"That the members are not continuously connected to the network so that virtual space is empty.
"That has very active members in the network, and other liabilities.
virtual network "That is not conducive to" learning experiences "
satisfactory to the members of the same.
is an interesting activity that every teacher should experience, has much to gain and nothing really to lose, consider it an way to strengthen the development and performance of any task, provided that the network contains end of exchanges of experiences and valuable knowledge.
I agree with the author to suggest to teachers that foster such networks among students, because they can be obtained very good results, and better than today's youth, who are experts interact with each other through the Internet, are more productive use of this tool.
online social networks are another option to leverage our knowledge and experience to the fullest, which visit and / or belong to one of them does not hurt to add it to daily life, is increasingly seen more influenced by the power of the Internet.
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