<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1988-3293</journal-id>
<journal-title><![CDATA[Comunicar: Revista Científica de Comunicacíon y Educacíon]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicar]]></abbrev-journal-title>
<issn>1988-3293</issn>
<publisher>
<publisher-name><![CDATA[Grupo Comunicar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1988-32932017000200019</article-id>
<article-id pub-id-type="doi">10.3916/C51-2017-02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de twitter en educación superior em España y Estados Unidos]]></article-title>
<article-title xml:lang="en"><![CDATA[Using Twitter in Higher Education in Spain and the USA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tur]]></surname>
<given-names><![CDATA[Gemma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marín]]></surname>
<given-names><![CDATA[Victoria I.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carpenter]]></surname>
<given-names><![CDATA[Jeffrey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de las Islas Baleares  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Oldenburg  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Alemanha</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Elon  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>51</numero>
<fpage>19</fpage>
<lpage>28</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1988-32932017000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1988-32932017000200019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1988-32932017000200019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente art&#237;culo examina los usos y las percepciones de estudiantes y profesores en relaci&#243;n a twitter a partir de una investigaci&#243;n comparada con metodolog&#237;as mixtas. los participantes (n=153) fueron alumnos de educaci&#243;n de dos universidades en espa&#241;a y estados unidos (ee.uu.) que usaron twitter como parte de una actividad del curso. El marco te&#243;rico abarca la investigaci&#243;n internacional sobre twitter as&#237; como un breve repaso a la introducci&#243;n de la tecnolog&#237;a en los dos sistemas educativos nacionales. Los datos cuantitativos se recogieron con un cuestionario mientras que los datos cualitativos se obtuvieron a trav&#233;s de los textos reflexivos escritos de los estudiantes. La mayor&#237;a de los participantes de los dos contextos percibieron los beneficios educativos de twitter. Sin embargo, su uso de twitter y la naturaleza de sus percepciones en relaci&#243;n a su valor educativo difirieron de forma significativa. Los participantes de EE.UU. usaron twitter por m&#225;s tiempo y de manera m&#225;s frecuente a la vez que demostraron creencias m&#225;s positivas en relaci&#243;n a la relevancia educativa de twitter. Mientras que los participantes espa&#241;oles valoraron el uso de twitter para encontrar y compartir informaci&#243;n, los estudiantes americanos destacaron los usos para la interacci&#243;n y la colaboraci&#243;n. El estudio destapa algunos retos del formato breve de twitter para el aprendizaje. En las conclusiones discutimos las implicaciones para la ense&#241;anza aprendizaje en la era de la ubicuidad de los medios sociales. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Abstract This article examines student teachers&#8217; use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (n=153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students&#8217; reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The USA participants&#8217; longer and more frequent use of twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, USA students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to twitter&#8217;s short format. In the conclusion section, we discuss implications for learning and teaching in an age of ubiquitous social media. ]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[E-Learning]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Innovación Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Investigación Educativa]]></kwd>
<kwd lng="es"><![CDATA[Reflexión Docente]]></kwd>
<kwd lng="es"><![CDATA[Tic]]></kwd>
<kwd lng="es"><![CDATA[Medios Sociales]]></kwd>
<kwd lng="es"><![CDATA[Twitter]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[E-Learning]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Didactic Innovation]]></kwd>
<kwd lng="en"><![CDATA[Educational Research]]></kwd>
<kwd lng="en"><![CDATA[Teacher Reflection]]></kwd>
<kwd lng="en"><![CDATA[Ict]]></kwd>
<kwd lng="en"><![CDATA[Social Media]]></kwd>
<kwd lng="en"><![CDATA[Twitter.]]></kwd>
</kwd-group>
</article-meta>
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