Bibliography: Social Media (page 120 of 144)

Nelson, Julie D. (2016). An Unnecessary Divorce: Integrating the Study of Affect and Emotion in New Media, Composition Forum. Rhetoric and composition scholars' almost exclusive reliance on Brian Massumi's definition of affect has spurred a theoretical and practical divorce between "affect" and "emotion" in our field. This article returns to Lynn Worsham's "Going Postal" and argues that to fully scrutinize and respond to what she calls "pedagogic violence," affects and emotions must be theorized in tandem, especially as violent rhetorics increasingly spread through new media. Through a close reading of Massumi's work, consideration of alternate affect theories, and discussion of Aristotle's systematic theory of emotions, I illustrate how inseparable affects are from emotions. I examine the affects and emotions at work in a contemporary example of pedagogic violence–police brutality toward African Americans–and suggest new media not just contributes to but also disrupts violent rhetorics, damaging emotional educations, and negative affective relations, which I explore through a brief analysis of Twitter.   [More]  Descriptors: Social Media, Rhetoric, Writing (Composition), Psychological Patterns

Langellotto, Gail Ann; Dorn, Sheri (2016). An Online Resource Site for Extension Master Gardener Coordinators, Journal of Extension. Developing an online resource site for Extension master gardener (EMG) coordinators is an ongoing project for Extension collaborators. Begun in 2014, the website includes peer-reviewed resources focused on best practices in volunteer management and program administration. The website is organized according to nine resource categories (e.g., program planning, engaging and teaching adults) and three resource types (i.e., readings, PowerPoint files, templates). In this article, we identify criteria used by peer reviewers and describe the processes for identifying potential resources, building site content, and making the website more accessible.   [More]  Descriptors: Extension Education, Educational Technology, Web Sites, Gardening

Robson, James (2016). Engagement in Structured Social Space: An Investigation of Teachers' Online Peer-to-Peer Interaction, Learning, Media and Technology. With a growing number of teachers engaging online with their peers, online social spaces are increasingly highlighted as playing a key role in teachers' professional learning and development. However, while academic and professional discourses tend to focus on the benefits and weaknesses of teachers' engagement in online social spaces, little attention has been given to the spaces themselves. Rooted in essentialist or instrumentalist assumptions about technology, these spaces are often conceptualised as neutral contexts, free from values, structures, and agendas that simply facilitate interaction. However, presenting data gathered during a year-long digital ethnography of three such spaces, this paper argues that they are in fact highly complex social environments that contain embedded structures relating to technical design and functionality, dominant discourses, and the agendas of parent organisations. Such structures shape user engagement and have a constructive influence over the ways in which teachers think about their subjects and themselves as professionals. Therefore, it is argued that in order to understand fully the place online social spaces could or should have in teachers' professional lives, the complex online environments in which teachers engage and the relationship between structure and agency must be analysed.   [More]  Descriptors: Computer Mediated Communication, Educational Technology, Communities of Practice, Teacher Collaboration

Aaen, Janus; Dalsgaard, Christian (2016). Student "Facebook" Groups as a Third Space: Between Social Life and Schoolwork, Learning, Media and Technology. The paper examines educational potentials of "Facebook" groups that are created and managed by students without any involvement from teachers. The objective is to study student-managed "Facebook" groups as a "third space" between the institutional space of teacher-managed "Facebook" groups and the non-institutional, personal space of the "Facebook" network. The main study of the article examines six student-managed "Facebook" groups and provides an analysis of a total of 2,247 posts and 12,217 comments. Furthermore, the study draws on group interviews with students from 17 Danish upper secondary schools and a survey answered by 932 students from 25 schools. Based on the survey and interviews, the paper concludes that "Facebook" is an important educational tool for students in Danish upper secondary schools to receive help on homework and assignments. Furthermore, on the basis of the analysis of "Facebook" groups, the paper concludes that the examined "Facebook" groups can be characterised as a third space of "school life" where students blend their personal, social life with academic schoolwork.   [More]  Descriptors: Social Media, Computer Mediated Communication, Educational Environment, Technology Uses in Education

Gooding, Lori F.; Yinger, Olivia Swedberg; Gregory, Dianne (2016). #Music Students: College Music Students' Twitter Use and Perceptions, Update: Applications of Research in Music Education. The purpose of the study was to investigate music education and music therapy majors' use of Twitter and their perceptions and knowledge related to policies and practices. Music majors (N = 238) from five universities in the Southeastern and Midwestern United States participated in a 16-question researcher-designed survey. Results indicated that Twitter was most often used for social purposes. Academic use of Twitter was reported less frequently. Music education majors were likely to have knowledge of Twitter-based incidences of unprofessional content. Similar Twitter usage was reported in terms of gender. Student/faculty classroom interactions involving Twitter were minimal. Implications and avenues for possible future research are discussed.   [More]  Descriptors: College Students, Student Attitudes, Mass Media Use, Music Education

Zayed, Niveen Mohammad (2016). Special Designed Activities for Learning English Language through the Application of WhatsApp!, English Language Teaching. Students nowadays have strong passion towards the smart mobile phones with all their smart applications. The researcher believes that English language teachers can use the mobile phones, from each now and then, to increase the students' motivation. In this paper, the researcher designed a number of special activities that can be delivered to the students through the application of WhatsApp on the smart mobile phones. The activities are designed for intermediate level but can be modified to suit other levels and contexts.   [More]  Descriptors: Handheld Devices, Social Media, Computer Oriented Programs, English (Second Language)

Alsaeed, Saleh Abdulrahem (2016). Difficulties to Use (Twitter) in the Educational Process from the Perspective of Social Studies Teachers in the State of Kuwait, Universal Journal of Educational Research. This study aimed to know the difficulties of use Twitter in the educational process from the perspective of social studies teachers in the State of Kuwait, in order to achieve the objectives of the study researchers answered the following question: What are the difficulties faced when using (Twitter) in the educational process from the standpoint of social studies teachers in the State of Kuwait? In order To answer the study question the researcher Prepared and designed A questionnaire as the tools of study about the difficulties of use Twitter in the educational process from the perspective of social studies teachers, and the number of respondents (150) members. The results of the study revealed the existence of many of the difficulties experienced by teachers in the use of Twitter in the educational process.   [More]  Descriptors: Foreign Countries, Telecommunications, Handheld Devices, Social Media

Liu, Shih-Hsiung (2016). The Perceptions of Participation in a Mobile Collaborative Learning among Pre-Service Teachers, Journal of Education and Learning. This study uses Facebook as a platform and arranges certain learning tasks to identify the feasibility of mobile collaborative learning for pre-service teachers. The pre-service teachers' sense of community and perceptions of collaborative learning are investigated. A total of 153 pre-service teachers volunteered to participate in an Intern Mobile Collaborative Learning Facebook Group from July 2015 to October 2015. During participating in the Facebook Group, pre-service teachers were required to achieve various tasks regarding collaborative learning. A questionnaire, consisting of three sections, frequency, sense of community, and perceptions of learning and perceptions of collaborative learning, was developed and validated. All participants were required to fill in the questionnaire at the last week of the project's schedule. This study concludes that high browsing frequency on Facebook Group could positively facilitate the sense of community and perceptions of collaborative learning among pre-service teachers; while high frequency of posting and responding to messages on Facebook Group merely promotes perceptions of collaborative learning. The conclusion identifies that assigned tasks like posting and responding to messages regarding school field-based experiences are necessary in mobile collaborative learning among pre-service teachers.   [More]  Descriptors: Preservice Teachers, Cooperative Learning, Student Attitudes, Social Media

Sanchez-Casado, Noelia; Cegarra Navarro, Juan Gabriel; Wensley, Anthony; Tomaseti-Solano, Eva (2016). Social Networking Sites as a Learning Tool, Learning Organization. Purpose: Over the past few years, social networking sites (SNSs) have become very useful for firms, allowing companies to manage the customer-brand relationships. In this context, SNSs can be considered as a learning tool because of the brand knowledge that customers develop from these relationships. Because of the fact that knowledge in organisations is embodied in the concept of the learning organisation, customers may create brand knowledge as a consequence of two learning facilitators: informational and instrumental value. Then, the purpose of this paper is to identify the role played by brand knowledge in the process of creating customer capital, in the context of SNSs. Design/methodology/approach: A total of 259 users of SNSs, who were followers or fans of brand pages, participated in this study. Data were collected through an online survey and they were analysed using structural equation modelling. Findings: The results of the study show that brand pages at SNS can perform brand knowledge by providing purposive gratifications to its customers. Moreover, they can also develop an indirect effect on customer capital, through the direct effect that brand knowledge has on it. Therefore, the results of the study will help managers design their learning strategies in relation to SNS and confirm the need of using SNS as a learning tool. Originality/value: Few, if any, studies have analysed whether gratifications, usually related to media, work as learning facilitators in the context of brand pages at SNS.   [More]  Descriptors: Social Networks, Technology Uses in Education, Online Surveys, Structural Equation Models

Eroglu, Yuksel (2016). Interrelationship between Attachment Styles and Facebook Addiction, Journal of Education and Training Studies. Social networking sites have started to become one of the most frequently used online communication types in the world. It is reported that one of the commonly used social networking sites is Facebook. Since Facebook use is new yet, it can be stated that researches on the Facebook addiction are at the beginning level. For this reason, determining factors leading to the Facebook addiction has gained importance. In this context, in this study, relationships between attachment styles and the Facebook addiction were examined. The participants of the study were 322 university students [145[subscript (45%)] male, 177[subscript (55%)] female, M[subscript age] = 20.61 years, SD = 1.82]. In the study, the Personal Information Form, the Relationship Scales Questionnaire and the Facebook Addiction Scale were administered. The relationships between attachment styles and the Facebook addiction were calculated via using the Pearson correlation analysis. The Pearson correlation analysis results indicated that the Facebook addiction was negatively related with the secure and dismissing attachment style and positively related with the preoccupied attachment style. No relationship was found between the fearful attachment style and the Facebook addiction. If the attachment styles predicted the Facebook addiction was examined via using the stepwise regression analysis. The research findings indicated that the secure and dismissing attachment style negatively predicted and the preoccupied attachment style positively predicted the Facebook addiction. However, it was determined that the fearful attachment style did not predict Facebook addiction. The research findings were discussed under the light of related literature.   [More]  Descriptors: Attachment Behavior, Addictive Behavior, College Students, Student Characteristics

Kear, Karen; Jones, Allan; Holden, Georgina; Curcher, Mark (2016). Social Technologies for Online Learning: Theoretical and Contextual Issues, Open Learning. Three exemplars are presented of social technologies deployed in educational contexts: wikis; a photo-sharing environment; and a social bookmarking tool. Students were found to engage with the technologies selectively, sometimes rejecting them, in the light of their prior conceptions of education. Some students (a minority in all the studies) were unsympathetic to the educational philosophy underpinning the technology's adoption. The paper demonstrates, through an examination of in-context use, the importance of sociocultural factors in relation to education, and the non-deterministic nature of educational technology. The academic study of technology has increasingly called into question the deterministic views which are so pervasive in popular discourse and among policy-makers. Instead, sociocultural factors play a crucial role in shaping and defining technology and educational technology is no exception, as the examples in the paper show. The paper concludes by drawing out some implications of the examples for the use of social technologies in education.   [More]  Descriptors: Educational Technology, Technology Uses in Education, Social Media, Social Influences

Bull, Susan; Wasson, Barbara (2016). Competence Visualisation: Making Sense of Data from 21st-Century Technologies in Language Learning, ReCALL. This paper introduces an open learner model approach to learning analytics to combine the variety of data available from the range of applications and technologies in language learning, for visualisation of language learning competences to learners and teachers in the European language context. Specific examples are provided as illustrations [Facebook, Second Life and mobile assisted language learning (MALL)], though the approach is a general one. We describe the Next-TELL open learner model as an exemplar that can encompass a range of data from a variety of technologies and activities, and as a competence-focussed visual analytics tool that can be readily used inside and outside the classroom. The Next-TELL open learner model offers several visualisations for learners and teachers to explore the learner's current competences, which can be selected according to user preferences or the purpose of viewing the learning data. The selection of visualisations means that the open learner model is appropriate for school, university and other learning contexts. Viewing this data can help students to reflect on and monitor their learning, and can support teachers' decision-making during classroom activities or later, in their planning of subsequent sessions. As an example, we outline the use of the Next-TELL open learner model in a school in Norway.   [More]  Descriptors: Competence, Visualization, Educational Research, Data Collection

Brahmi, Fakhreddine (2016). Can Facebook or Wikis Hook Learners Instead of the Schoolbook?, Research-publishing.net. In this paper I will report on a personal experimentation with Facebook and wikis as collaborative learning tools. The aims of implementing these strategies were to develop students' writing skills and to change their attitudes towards learning in the digital age. I delved into this research because I do believe that learning in the new millennium has grown beyond the boundaries of the four walls of the classroom. I have a strong conviction that informal learning through networks is a significant additional (if not an alternative) environment for language practice and use. Having in mind that Facebook is currently considered as a popular means of entertainment among students and wikis are trendy among teachers, I have tried to integrate both in an educational project with pre-determined learning objectives and outcomes. [For the complete volume, "Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration," see ED565011.]   [More]  Descriptors: Social Media, Cooperative Learning, Collaborative Writing, Web Sites

Kascak, O.; Pupala, B.; Mbugua, T. (2016). Slovak Preschool Curriculum Reform and Teachers' Emotions: An Analysis of Facebook Posts, Early Childhood Education Journal. The school system in the Slovak Republic, as in other post-communist countries, was first reformed at the beginning of the 1990s. It was not until 2008, when an education law was adopted to set out new parameters for creating a¬¬†national curriculum at all levels, that fundamental curricular reforms were made. Thus the law also meant that preschool educational institutions could be fully incorporated into the school system and that an entirely new national curriculum could be developed for these schools (nursery schools). The ten-year national Education Programme for Nursery Schools ceased to be valid and nursery schools were faced with the task of implementing the new 2008 national programme. The national curriculum soon began to exhibit fundamental flaws and so a new version had to be produced in 2013. Within a¬¬†short period of time, teachers were faced with the pressures of having two new national curricula. This study captures the way in which teachers dealt with this process when first encountering the 2013 national curriculum. This was accomplished by intentionally using Facebook as a contextual platform alternative to face-to-face research; as a unique research tool, and as data source. The data collected and analysed from the Facebook platform was based on discussion topics created by teachers. The discussion platform provided access to the emotional side of teachers' reactions to the changes taking place, which must be considered a significant factor in implementing reform. The article describes the various emotional states preschool teachers experience while accepting or resisting the various forms of the national curriculum.   [More]  Descriptors: Foreign Countries, Educational History, Educational Change, Educational Legislation

Dania, P. O.; Iwe-Ewenode, J. (2016). Undergraduate Usage of Mobile Phones and Its Implication of School Application, Journal of Education and Practice. The study is a survey research intended to find out undergraduate usage of mobile phones and its implication of school application. The colloquium population is 27,650 at which two hundred and thirty-eight undergraduate students were randomly selected from two universities in the Federal Republic of Nigeria. A questionnaire on "current trends in mobile phone usage among adolescents" was used for the study. The instrument was validated and tested reliable. Five research questions were formulated to guide the study. The researcher as well as ten research assistants personally administered the questionnaire. The questionnaire forms were collected on the spot and so there was a hundred percent rate of return. It was discovered that nearly all the undergraduate students own mobile phones and the majority consider it very useful. Several reasons were advanced for owning a mobile phone by students. These include: for mobility, emergency, e-mails and short message service, self assurance, improved social status, for fashion, loading information, social network and malpractice. The features commonly used by students apart from sending and receiving calls is the short message service. The implications of mobile phone usage by students on school administration are: it is an object of distraction, encourages laziness as students now browse instead of going to the library, an object for examination malpractice and several other vices. Recommendations were made to check the use of mobile phones by undergraduate students in Nigerian universities.   [More]  Descriptors: Undergraduate Students, Use Studies, Handheld Devices, Telecommunications

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