Abstract

This article corresponds to a preliminary report and diagnosis on the use of social networks for pedagogical and academic purposes by Venezuelan teachers in a post-pandemic context. The summarization of the experience was carried out following a qualitative methodology, with a descriptive approach. Ten teachers who acted as key informants participated in the study. The collection of information was carried out in two stages, the first was a non-structured interview and the second a semi-structured interview. The results obtained show that in most cases teachers are aware that social networks do not have a pedagogical structure that allows their full use for educational purposes, however, given the preference and accessibility of the student population, it is an attractive and effective resource to bring knowledge closer to the students.

Keywords:
education; educational technology; pedagogy; pedagogical research social media