Longitudinal Study on Social Networks as a Didactic Method

Abstract

This article gathers the perceptions of students on social networks, as a didactic method, with the aim of searching and designing didactic strategies to adapt the contents and methodology to the new technological context. The parti-cipants were university students of Early Childhood and Pri­mary Education in 2013-2014 and 2016-2017. A longitudinal study was conducted with a descriptive, non-experimental methodology and the semi-structured questionnaire used was validated through factorial and cluster analyses. The students from both degrees showed a polarization and dis­persion of opinions about social networks, which could be related to a more critical attitude toward their advantages and disadvantages.

Keywords

• social media
• methodology
• early childhood education
• primary education