Upper secondary and vocational level teachers at social software

Abstract This study focuses on upper secondary and vocational level teachers asusers of social software i.e. what software they use during their leisure and work andfor what purposes they use software in teaching. The study is theorised within atechnological pedagogical content knowledge framework, the emphasis is especiallyon technological knowledge and technological pedagogical knowledge. Four hundredthirty seven teachers were surveyed using an online questionnaire with Likert scaledstatements and open-ended questions. Results suggest that the number of differenttypes of social software actively used for teaching is small and that the potential ofsocial software as a tool for supporting collaborative learning has not yet beenrealised. Discussion of the results is framed in17 Halama