Social Media Diaries And Fasts: Educating For Digital Mindfulness With Pre-Service Teachers

Keywords

Contemplative education; Instructional practices; Mixed methods; Online teacher learning; Social media

Abstract

With social media access nearly ubiquitous, teachers and students must explore how to mitigate distractions and unhealthy uses. In this mixed methods study, the authors invited 60 pre-service teachers across two universities to cultivate mindfulness around social media beliefs, habits, and behaviors by completing a social media survey, diary, and fast. Participants identified reasons for regular social media use, including unconscious impulses, and made new realizations about what is gained and lost in social media engagements. Participants were optimistic about teaching similar lessons. The authors recommend pedagogical guidelines for social media mindfulness that allow for complexity, variance, and idiosyncrasy.

Publication Date

7-1-2018

Publication Title

Teaching and Teacher Education

Volume

73

Number of Pages

109-119

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1016/j.tate.2018.03.009

Socpus ID

85044940350 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85044940350

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