Bibliography: Social Media (page 124 of 144)

Howard, Patrick (2015). Digital Citizenship in the Afterschool Space: Implications for Education for Sustainable Development, Journal of Teacher Education for Sustainability. Education for sustainable development (ESD) challenges traditional curricula and formal schooling in important ways. ESD requires systemic thinking, interdisciplinarity and is strengthened through the contributions of all disciplines. As with any transformative societal and technological shift, new questions arise when educators are required to venture into unchartered waters. Research has led to some interesting findings concerning digital literacies in the K-12 classroom. One finding is that a great deal of digital media learning is happening outside the traditional classroom space and is taking place in the afterschool space (Prensky, 2010). Understanding the nature of learning in the "afterschool" space and bridging the current divide between formal schooling and the learning happening online is critical to the establishment of core ESD values and skills, namely ethical online communities and the development of respectful, tolerant global digital citizens.   [More]  Descriptors: Sustainable Development, Social Media, Informal Education, Preservice Teacher Education

Hernández, Estee (2015). #Hermandad: Twitter as a Counter-Space for Latina Doctoral Students, Journal of College and Character. Latinas are significantly underrepresented in doctoral programs in U.S. higher education institutions. While pursuing doctoral studies is a challenging experience for anyone, Latina doctoral students are particularly burdened with additional stressors in an academic environment that does not support Latina/o cultural values, such as "familismo" (familism) and "personalismo" (personalism). In the absence of a local network of Latina/o faculty and colleagues, Twitter may serve as a counter-space to support Latinas experiencing cultural incongruity and who are looking for ways to advocate for Latina/o communities.   [More]  Descriptors: Doctoral Programs, Hispanic American Students, Social Media, Computer Mediated Communication

Kurtyka, Faith (2015). Trends, Vibes, and Energies: Building on Students' Strengths in Visual Composing, Across the Disciplines. This article examines the composing practices of two members of a social sorority who use visual images on the media of Tumblr and YouTube to teach potential new members about the kind of sorority experience they will have. From interviews with these composers and analyses of the artifacts they create, I distill three composing principles used to create the sorority's collective public image: be cool, stick to a vibe, and be exciting and unexpected. I connect these strengths in visual composing to existing scholarship in writing-across-the curriculum and writing-in-the-disciplines (WAC/WID) and identify areas where WAC/WID instructors might provide more scaffolding for students in the visual composing process.   [More]  Descriptors: Trend Analysis, Student Experience, Visual Aids, Training Methods

Shah, Jaymeen R.; Lee, Hsun-Ming (2015). Building Online Social Networks to Engage Female Students in Information Systems, International Journal of Web-Based Learning and Teaching Technologies. During the next decade, enrollment growth in Information Systems (IS) related majors is unlikely to meet the predicted demand for qualified IS graduates. Gender imbalance in the IS related program makes the situation worse as enrollment and retention of women in the IS major has been proportionately low compared to male. In recent years, majority of high school and college students have integrated social networking sites in their daily life and habitually use these sites. Providing female students access to role models via an online social network may enhance their motivation to continue as an IS major and pursue a career in IS field. For this study, the authors follow the action research process–exploration of information systems development. In particular, a Facebook application was developed to build the social network connecting role models and students. Using the application, a basic framework is tested based on the gender of participants. The results suggest that it is necessary to have adequate number of role models accessible to students as female role-models tend to select fewer students to develop relationships with a preference for female students. Female students likely prefer composite role models from a variety of sources. This pilot study yields valuable lessons to provide informal learning fostered by role modeling via online social networks. The Facebook application may be further expanded to enhance female students' interests in IS related careers.   [More]  Descriptors: Information Systems, Computer Science Education, Females, Social Media

Hirotani, Maki; Fujii, Kiyomi (2015). The Integration of a Three-Year-Long Intercultural Collaborative Project into a Foreign Language Classroom for the Development of Intercultural Competence, Many studies on intercultural communication introduced how their collaborative projects were conducted. There are also several studies that discuss how intercultural collaborative activities can be integrated into a foreign language curriculum, as well as a big project (the INTENT project) that helps teachers integrate collaborative activities into their language curricula. Nonetheless, intercultural collaborative projects have not yet been mainstreamed for various reasons, such as insufficient pedagogical support from their institutions and a lack of interest in getting involved in projects among colleagues. We need to continuously examine and develop activities that can be relatively easily integrated into language curricula and that are appealing to more teachers to get involved in collaborative projects. Starting in the fall of 2013, we have been conducting a three-year experimental Facebook video project with learners of English in Japan and those of Japanese in the US. This paper will provide a brief overview of the Facebook collaboration projects and present the outcomes. [For full proceedings, see ED564162.]   [More]  Descriptors: Intercultural Communication, Cultural Awareness, Second Language Learning, Second Language Instruction

Poulova, Petra; Klimova, Blanka (2015). Smart Learning: Are We Ready for It?, International Association for Development of the Information Society. Nowadays learning, particularly the university learning, is supported with modern information and communication technologies. These technologies also enable electronic learning, known as eLearning, which is now firmly established at almost all institutions of higher learning in developed and developing countries. Moreover, at present eLearning is being taken over by the so-called mobile learning (m-learning), which is possible thanks to the rapid growth of mobile devices such as notebooks, smartphones or tablets. In comparison with eLearning, m-learning provides further opportunities for more effective learning in the sense of its wireless connections, mobility and portability, full ubiquity or instant information sharing. The aim of this article is to explore whether university students at the Faculty of Informatics and Management in Hradec Kralove are well-equipped for this new smart learning and whether they use mobile technologies for their studies or not. [For the full proceedings, see ED562093.]   [More]  Descriptors: Educational Technology, Technology Uses in Education, Electronic Learning, Higher Education

Farley, Helen; Murphy, Angela; Johnson, Chris; Carter, Brad; Lane, Michael; Midgley, Warren; Hafeez-Baig, Abdul; Dekeyser, Stijn; Koronios, Andy (2015). How Do Students Use Their Mobile Devices to Support Learning? A Case Study from an Australian Regional University, Journal of Interactive Media in Education. Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of "bring your own device" (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.   [More]  Descriptors: Foreign Countries, Electronic Learning, Handheld Devices, Educational Technology

Dart, Hugo (2015). The Rio-Warsaw Connection: Encouraging Interculturalism among Students, English Teaching Forum. In this article Brazilian teacher, Hugo Dart, describes how he partnered with Polish teacher, Karolina Isio-Kurpinska, to set up an online community where students from different places could interact and make discoveries about each other's culture while practicing their English. The article discusses the ten-week project that was developed for students from Brazil and Poland and offers an evaluation of the results along with suggestions to make online intercultural projects a productive way to improve the teaching and learning of English.   [More]  Descriptors: Foreign Countries, Intercultural Communication, Cultural Awareness, English (Second Language)

Hou, Huei-Tse; Wang, Shu-Ming; Lin, Peng-Chun; Chang, Kuo-En (2015). Exploring the Learner's Knowledge Construction and Cognitive Patterns of Different Asynchronous Platforms: Comparison of an Online Discussion Forum and Facebook, Innovations in Education and Teaching International. The primary purpose of this study is to explore the knowledge construction behaviour and cognitive patterns involved in students' online discussion using online forum and Facebook (FB). This study employed quantitative content analysis and lag sequential analysis to examine the content and behavioural patterns of 50 students from a private university in Taiwan in their online discussion with a project-based learning activity. Results showed that FB, in contrast to online discussion forum, better facilitated students' social interaction, as they exhibited more off-topic discussion and focusing on the subject of discussion in terms of behavioural continuity. Results also showed that students were primarily sharing knowledge and involving cognitive process of "understanding" during discussion. Nonetheless, more advanced knowledge construction behaviour and cognitive process were not observed in this study. Accordingly, this study suggests that incorporating FB in learning with adequate guidance by the instructor could be beneficial to improve students' engagement.   [More]  Descriptors: Foreign Countries, Learning, Cognitive Processes, Discussion Groups

Yazan, Bedrettin (2015). Adhering to the Language Roots: Ottoman Turkish Campaigns on Facebook, Language Policy. As part of the process of nation-state construction, the Republic of Turkey went through a language reform which was comprised of (a) the supplanting of Arabic script with Latin letters adjusted for Turkish phonology and (b) the replacement of Arabic and Persian loanwords with words either derived from known Turkish roots or found in pre-Islamic Turkish texts. This top-down language policing practice was considered as a prerequisite for secularization, westernization, and modernization of the emerging Republic. Even though it was not always explicitly stated, the engineers of this emerging nation had the intention of breaking the cultural connection with the Ottoman past. Their ultimate goal was to generate a new linguistic order in the Turkish language, both in alphabet and lexicon, and to police the linguistic conduct of the country. This linguistic legitimacy and normativity was enforced through the entire body of state institutions. However, these policies encountered acute resistance from certain sectors of the public, especially those with conservative and religious ideologies. Utilizing Blommaert et al.'s (2009) notion of language policing as a conceptual apparatus and virtual ethnography/netnography (Hine 2000, 2005; Kozinets 2002, 2009) as a methodological approach, the current inquiry examined the textual and visual cultural artifacts produced, reconstructed, and disseminated in seven focal Facebook groups which have been created to maintain the use of Ottoman Turkish script and vocabulary. The recurrent themes centering on language policing in these virtual environments indicate that the postings are usually used to convince the group members that they need Ottoman Turkish to secure their ties and reconnect with their ancestors' cultural heritage, to provide them with instructional support and practice opportunities, and to reach out to or align the group with macro language policing practices.   [More]  Descriptors: Foreign Countries, Language Planning, Web Sites, Language Dominance

Hammond, Simon P.; Cooper, Neil J. (2015). Embracing Powerlessness in Pursuit of Digital Resilience: Managing Cyber-Literacy in Professional Talk, Youth & Society. The use of digital media by adolescents living in out-of-home care raises safeguarding and risk-management concerns, creating challenges for practitioners in how to control risk while promoting independence. This article explores how professionals working in residential care negotiated their own and adolescents' use of ubiquitous digital phenomena. Extracts from everyday conversations occurring during a participatory research project working with adolescents and carers in four English residential care homes are discursively analyzed to demonstrate how professionals drew on socially available resources to construct digital media usage. Analysis demonstrates an orientation toward mobilizations of powerlessness as "accepted," the usefulness of constructing digital competency as a function of generation, and the need for professionals to "embrace" powerlessness. Adopting a position of "embraced powerlessness" accepts the inability to halt access and use of digital technologies. This position enabled workers to facilitate opportunities for digital resilience development in vulnerable adolescents.   [More]  Descriptors: Resilience (Psychology), Adolescents, Foster Care, Computer Use

Lee, June; Lee, Yunoug; Kim, Mi Hwa (2015). Perceptions of Teachers and Students towards Educational Application of SNS and Its Educational Effects in Middle School Class, Turkish Online Journal of Educational Technology – TOJET. SNS use by youth is a growing trend. However, there is a lack of studies on how the application of SNS can contribute to learning and public education for youth. As SNS was not originally developed for educational purposes, there is a possibility that it can be used for meaningful educational activity or that its application can lead to the opposite result. This study aims to investigate educational applications and effects of SNS in class through in-depth interviews with middle school teachers and students. Two teachers and 20 students using SNS in the classroom participated in this research. Data was collected through in-depth and written interviews. Course materials were also collected and all data were analyzed. The results of this study are as follows. SNS can be used for not only subject education but also for various kinds of learning activities. Positive effects were found such as expanding the face-to-face communication opportunities of teachers and students, increasing the frequencies of interactions, and widening the spectrum of educational opportunities and variety when properly applied. SNS was also applied for effective class management and student guidance work. However, as negative effects of SNS application including students' exposure to unhealthy information and cyber-bullying were reported, further efforts are needed to identify appropriate methods of using SNS for educational purpose.   [More]  Descriptors: Middle School Teachers, Middle School Students, Social Media, Teacher Attitudes

Magogwe, Joel M.; Ntereke, Beauty; Phetlhe, Keith R. (2015). Facebook and Classroom Group Work: A Trial Study Involving University of Botswana Advanced Oral Presentation Students, British Journal of Educational Technology. In the 21st century, the use of information technology in the classroom is advancing rapidly, especially in higher education. The Internet, through social networking, has made it possible for students to learn and teachers to teach outside the classroom walls. Facebook in particular has made it possible for students to interact and communicate with their teachers and among themselves about their progress and about the problems they encounter in learning. Yet, limited research exists on the use of Facebook in education in Sub-Saharan Africa more especially in Botswana. This is in spite of the observation that Sub-Saharan Africa is the fastest growing Internet population with a growth of more than 2500% between 2000 and 2011. This study therefore set out to examine (1) the students' interest in using Facebook to facilitate group work activities in the Advanced Oral Presentation Skills course; (2) whether the students interact and communicate using Facebook on matters relating to the Advanced Oral Presentations course; (3) whether the students benefitted from using Facebook for learning advanced oral presentation skills; and (4) what challenges the students encountered when using Facebook in the Advanced Oral Presentations course. In this trial study, students were allocated groups and assigned to conduct their group activities via Facebook. Although this was optional, more than 80% of the groups opted for Facebook and less than 20% chose to do their group work traditionally. A follow-up evaluation of the experiment was done through a questionnaire and interviews. The findings suggest that Facebook could facilitate student communication and interaction about group assignments.   [More]  Descriptors: Social Networks, Internet, Technology Uses in Education, Computer Mediated Communication

Mellati, Morteza; Khademi, Marzieh (2015). The Impacts of Distance Interactivity on Learners' Achievements in Online Mobile Language Learning: Social Software and Participatory Learning, International Journal of Web-Based Learning and Teaching Technologies. The expansion of technological applications such as computers and mobile phones in the past three decades has impacted our life from different perspectives. Language teaching is no exception and like other fields of study, language teaching has also influenced by new language teaching sources and software. More recently, there has been a passionate debate about the usefulness of the smart-phones for educational purposes and their possible uses in English language instruction; therefore, the present study investigated the impacts of interactivity perceptions on EFL learners' achievements in Online Mobile Language Learning (OMLL) course. To conduct the present study, 68 Iranian intermediate EFL learners were chosen among which 43 participated in Online Mobile Language Learning (OMLL) course and 25 others participated in conventional language classrooms. The results of the study demonstrated that OMLL has significant effects on learners' achievements; however, there are some challenges in conducting online mobile language learning (OMLL) courses in Iranian EFL context.   [More]  Descriptors: Distance Education, Electronic Learning, Interaction, Second Language Learning

Patahuddin, Sitti Maesuri; Logan, Tracy (2015). Facebook as a Learning Space: An Analysis from a Community of Practice Perspective, Mathematics Education Research Group of Australasia. This study investigates the potential of Facebook as a medium and process for teachers' learning about mathematical and pedagogical knowledge. Participants' (N = 117) responses towards four inter-related posts regarding division-of-fractions were captured and systematically analysed to gain insight about the participants' engagement. The results suggested the potential of Facebook to support informal teachers' learning. This was evidenced by the existence of the three main elements of community of practice (CoP): mutual engagement; negotiated joint enterprise; and development of a shared repertoire.   [More]  Descriptors: Foreign Countries, Social Media, Communities of Practice, Mathematics Teachers

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