Bibliography: Social Media (page 126 of 144)

Dovchin, Sender (2017). The Ordinariness of Youth Linguascapes in Mongolia, International Journal of Multilingualism. Drawing on varied offline and online contexts, this article indicates that youth linguistic diversity in contemporary Mongolia is better understood from the perspective of "the ordinariness of linguascapes." The notion of "linguascapes" is important in capturing the rising complexity of youth mixed language practices fundamentally produced by the amalgamation of transnational linguistic resources that are intersecting with other social landscapes. However, these youth linguascapes in Mongolia are neither novel nor eccentric linguistic productions as mostly imagined in the local language ideology. Instead, youth linguascapes in Mongolia should be understood as part of young people's everyday, mundane and ordinary linguistic practices. Consequently, it is important for language educators and language policy-makers in Mongolia to reconsider youth linguistic diversity in globalisation through the eyes of sameness of differences or the ordinariness of the diversity.   [More]  Descriptors: Multilingualism, Language Attitudes, Language Teachers, Language Planning

Timor, Tsafi (2017). Do Teachers Need to Be Leaders? Perceptions of Educational Leadership and Management in the Israeli Secondary Educational System, School Leadership & Management. The study explored the perceptions of student-teachers of educational leadership and management with regard to the roles of homeroom teachers and subject teachers in secondary schools. The participants of the study are students in the biggest College of Education in Israel. The analysis was conducted on the students' posts in an online forum of an academic course using qualitative and quantitative methods. The students' posts indicated a differentiation between the perceptions of the two roles on the level of ideology as opposed to the practical level. The most prevailing leadership model that emerged from the findings is transformational with four other models, all of which are congruent with the humanistic approach to teaching. Further research should focus on the gaps between school reality and teacher education programmes in order to facilitate the induction phase for novice teachers.   [More]  Descriptors: Foreign Countries, Secondary School Teachers, Teacher Leadership, Student Teacher Attitudes

Chen, Hsin-I (2017). Intercultural Communication in Online Social Networking Discourse, Language and Intercultural Communication. This article presents a case study that examines how an online social networking community is constituted through intercultural discourse on the part of one learner sojourning in the US. Using Byram's model of intercultural communicative competence, this study examines the learner's naturalistic communication in a social networking site (SNS). The qualitative analysis indicates that the learner acted upon the affordances of SNSs to reflect on her intercultural experiences and displayed evidence of intercultural understanding during her study abroad years. The learner's intercultural knowledge, attitudes, and discovery are shown to be co-constructed by her and other members in the online discourse. This study indicates that computer-mediated communities like SNSs provide the learner with a space in which she documented her cultural experience and reflected on those experiences in real-time exchanges with multilingual, multicultural users. Pedagogical implications are discussed.   [More]  Descriptors: Intercultural Communication, Social Networks, Computer Mediated Communication, Multilingualism

Meishar-Tal, Hagit; Pieterse, Efrat (2017). Why Do Academics Use Academic Social Networking Sites?, International Review of Research in Open and Distributed Learning. Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published articles, and engage in professional interaction. This study investigates the nature of the use and the perceived utility of the sites for academics. The study employs the "Uses and Gratifications" theory to analyze the use of ASNS. A questionnaire was sent to all faculty members at three academic institutions. The findings indicate that researchers use ASNS mainly for consumption of information, slightly less for sharing of information, and very scantily for interaction with others. As for the gratifications that motivate users to visit ASNS, four main ones were found: self-promotion and ego-bolstering, acquisition of professional knowledge, belonging to a peer community, and interaction with peers.   [More]  Descriptors: Social Media, Social Networks, Electronic Publishing, Use Studies

Durak, Gürhan (2017). Using Social Learning Networks (SLNs) in Higher Education: Edmodo through the Lenses of Academics, International Review of Research in Open and Distributed Learning. With its total number of users (around 62 million) throughout the world, it is important to determine the views of academics who use Edmodo (the leading SLN). In this respect in the first part of this two-part research, the purpose was to examine academics' (n = 50) use of technology and social networks. As for the purpose of the second part, it was to determine the views of 12 academics–selected from the academics participating in the first part–who had experience in Edmodo about the basic features of Edmodo and about its use in education. In the study carried out with the mixed method, the qualitative and quantitative data were collected with an online questionnaire. The findings obtained were interpreted within the framework of cooperative learning and the theories of "Diffusion of Innovations" and "Uses and Gratifications," and the related themes were formed. As a result, the academics with experience in Edmodo reported their views about the benefits of use of the Edmodo in education. Regarding the differences between Edmodo and social networks, the results suggested that the former was used completely for educational purposes and that it did not involve any unnecessary components.   [More]  Descriptors: Technology Uses in Education, College Faculty, Educational Technology, Mixed Methods Research

Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela (2017). The Effects of Integrating Social Learning Environment with Online Learning, International Review of Research in Open and Distributed Learning. The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional learning, management systems, and Facebook. With SLE, a learner is exposed to instructional learning material, problem-based, project-based, and social learning. This work focuses on presenting and analyzing effectiveness of implemented teaching and learning scenarios that are used by means of SLE. This study investigates the use of SLE as a learning environment and it examines student satisfaction and online activity while using it. The aim is to evaluate the overall effectiveness of integrating SLE with online learning and to determine how using SLE effects student learning. This analysis points out the advantages and disadvantages of using SLE in online learning and provides recommendations for future improvements.   [More]  Descriptors: Educational Technology, Technology Uses in Education, Cooperative Learning, Socialization

Buendgens-Kosten, Judith (2014). The Effects and Functions of Speaker Status in CALL-Oriented Communities, Research-publishing.net. Do you know how to change your relationship status on Facebook? What about your language status? In most web 2.0 contexts, music preference or relationship status are more important than information about one's linguistic repertoire. In language learning communities and affinity spaces (Gee, 2004), however, language status is forefronted. This contribution will look at the function of "native-speakerness" and "language-learnerness" in a wide variety of CALL-oriented online communities and affinity spaces (online forum, massive open online course (MOOC), blogging community, other) from two different perspectives: (a) User settings: How is language status established in language learning communities? What affordances (e.g. user profile) are available for "setting" one's language status, and what assumptions about native-speakerness underlie them? (b) Affordances: What effects do language status settings have on the user experience via such means as information filtering and availability of specific affordances? The paper aims to begin a discussion about the effect of language status attributions on learners as well as the pedagogical and linguistic assumptions behind the ways in which these services "put the native speaker into the product". [For full proceedings, see ED565087.]   [More]  Descriptors: Communities of Practice, Computer Mediated Communication, Web 2.0 Technologies, Social Networks

Alvarez Valencia, Jose Aldemar (2014). Language, Learning, and Identity in Social Networking Sites for Language Learning: The Case of Busuu, ProQuest LLC. Recent progress in the discipline of computer applications such as the advent of web-based communication, afforded by the Web 2.0, has paved the way for novel applications in language learning, namely, social networking. Social networking has challenged the area of Computer Mediated Communication (CMC) to expand its research palette in order to account for the way individuals engage in processes of learning and socialization, the way they interact, and the way they construct and perform their identities. With this in mind, it is necessary to examine the new material conditions, social arrangements, and the communicational landscape of Social Networking Sites (SNS). This study focuses on SNSs for language learning (SNSLL) and examines the particular case of Busuu. Drawing on theoretical tenets of sociocultural and ecological approaches combined with multimodal social semiotics, this research aims to analyze the views of language and learning that are enacted through the semiotic design of Busuu. It also purports to examine the types of identities wherein users are positioned through the compositional elements of this participatory online environment. The research design is informed by the principles of a qualitative case study and autoethnographic research. The data collected for this study consist of documentary information obtained from Busuu and the autoethnographic accounts of the researcher, who participated as a member of the Busuu community for 10 weeks. Results indicate that overall Busuu is an ecological system composed of sub-systems of nested views about language, learning, and users in which multiple timescales, spatiotemporal, and discursive resonances of various theories work in synergy. Thus, the semiotic spaces of Busuu combine structural, interactional and ecological views of language. Similarly, Busuu crystalizes views of learning that echo behaviorist, cognitivist, and constructivist theories. The website enacts different identities, positioning users as learners and teachers/tutors who are members of an imagined community. The study draws implications about the need for theoretical coherence and pedagogical alignment among the different components of the language curriculum (e.g. language and learning views, instructional activities) of Social Networking Sites for Language Learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Social Media, Computer Mediated Communication, Second Language Learning, Socialization

Moyle, Kathryn (2014). Technologies, Democracy and Digital Citizenship: Examining Australian Policy Intersections and the Implications for School Leadership, Education Sciences. There are intersections that can occur between the respective peak Australian school education policy agendas. These policies include the use of technologies in classrooms to improve teaching and learning as promoted through the "Melbourne Declaration on Educational Goals for Young Australians" and the "Australian Curriculum"; and the implementation of professional standards as outlined in the "Australian Professional Standard for Principals" and the "Australian Professional Standards for Teachers". These policies create expectations of school leaders to bring about change in classrooms and across their schools, often described as bringing about "quality teaching" and "school improvement". These policies indicate that Australian children should develop "democratic values", and that school principals should exercise "democratic values" in their schools. The national approaches to the implementation of these policies however, is largely silent on promoting learning that fosters democracy through education, or about making connections between teaching and learning with technologies, school leadership and living in a democracy. Yet the policies promote these connections and alignments. Furthermore, understanding democratic values, knowing what is a democracy, and being able to use technologies in democratic ways, has to be learned and practiced. Through the lens of the use of technologies to build digital citizenship and to achieve democratic processes and outcomes in schools, these policy complexities are examined in order to consider some of the implications for school leadership.   [More]  Descriptors: Foreign Countries, Educational Policy, Technology Uses in Education, Democracy

Yilmaz, Fatma Gizem Karaoglan; Yilmaz, Ramazan; Teker, Necmettin; Keser, Hafize (2014). Prediction of Internet Addiction of University Students Based on Various Variables, Online Submission. That internet is developing fast and its cost is becoming cheaper rapidly increases the number of people using this technology. Although internet provides miscellaneous benefits for the users, it also causes them to encounter certain difficulties. Particularly, those young people, who leave their families to study at a university spend most of their time on the internet because of such personal and social problems as having low satisfaction from life, having social anxiety, not being able to communicate or establish relationships and feeling lonely. And this could lead to internet addiction in young people. The aim of this study is to discuss the internet addiction levels of freshmen and sophomores at university within the scope of educational theories and to predict addiction according to various variables. Survey method is used in the study. The study was carried out on 329 freshmen and sophomores studying at economics, science teaching, primary school mathematics education, primary school teaching and social sciences teaching departments of Bartin University in the second term of 2012-2013 academic year. As an end of the study, factors that cause to internet addiction and what can be done to remove these factors are discussed within theoretical framework.   [More]  Descriptors: Internet, Addictive Behavior, College Students, Student Behavior

Padula, Janice (2014). Graphs and Networks for Years 7 to 10: Reasons for and Ways of Using Digital Technologies to teach Algebra and the Standard Normal Curve, Australian Mathematics Teacher. If educators want to interest students in mathematics (and science), they must engage them in the lower forms of high school or even earlier (Fisher, 2012). So, teachers should always consider a topic's ability to interest students in the early years of instruction in high school and its topicality. Networks have come into prominence recently with an episode of Four Corners on ABC (Gould et al., 2013) and the popular film, The Social Network (Fincher et al., 2010) so discussion of the program or the film and even a viewing of one or two scenes, along with discussion of aspects of social networking such as Facebook and Twitter, are a good way to introduce the topic. Graphs are representations of networks and it makes sense to teach them together. Also, teaching them together can be an interesting example of applied mathematics and how mathematicians and scientists work together collaboratively when applying mathematics and developing a new scientific theory (Jacques, 2008). It is a good way of teaching mathematics in context. The topic is also relevant to the new Australian curriculum re graphs and graph theory (ACARA, 2011) and it provides an excellent opportunity to "embed digital technologies so that they are not seen as optional tools" (ACARA, 2009, p. 12). This article shows how graphs and networks can be introduced in Years 7 to 10 in a variety of ways depending on: students' interests, their preoccupation with the Internet, game playing (Reynolds, 2009) and social networking sites such as Facebook, and teachers' co-operation with physics, science, or even, drama teachers (Guare, 1990). It shows how a good documentary on the subject with an intriguing title–"How Kevin Bacon Cured Cancer"–can also be extremely useful (Jacques, 2008).   [More]  Descriptors: Graphs, Networks, Mathematics Instruction, Algebra

Hamada, Mayumi (2014). A Follow-Up Study of the Facebook Project for Japanese University Students: Has It Been Enhancing Student Interaction, Learner Autonomy, and English Learning?, Research-publishing.net. This is a follow-up study of the Facebook (FB) project conducted from October 2011 to January 2013. The purpose of the project was to investigate how FB can help Japanese university students improve their English, and determine whether FB can facilitate student interaction and learner autonomy by integrating FB activities into English lessons. In the first semester, the students started to use FB for their English study. The results showed that the students' overall reaction to FB was positive and the project developed their English ability and facilitated learner autonomy to some extent. In the following year, the students were given an opportunity to exchange information and opinions with American university students. It was found that the project encouraged the students to become interested in learning about cultural differences. The project also facilitated learner autonomy to a larger extent and helped improve the students' English ability, especially in regard to grammar and vocabulary. In this study, I will present further results of the project based on a survey conducted one year after the project ended. I will also discuss whether and how FB has been facilitating learner autonomy, English learning, and student interaction in the absence of teacher-directed assignments. [For full proceedings, see ED565087.]   [More]  Descriptors: Foreign Countries, Social Media, College Students, Followup Studies

Ko, Chao-Jung; Thang, Siew Ming; Ou, Shu-chen (2014). Investigating the ICT Use and Needs of "Digital Natives" in Learning English at a Taiwanese University, International Journal of Web-Based Learning and Teaching Technologies. This article reports key findings of a study which investigated the use of technology by 569 "digital natives" students for English Language learning and recreational purposes. Their views on the applicability of technological tools such as Facebook, blogging and Skype for English Language teaching and learning were also investigated. The findings showed that although the students expressed positive views with regard to the use of technologies for language learning, they seemed to use less technological tools for academic learning than for recreational purposes. Discipline differences were not a determining factor. In addition, they appeared to use similar well-established technologies rather than new and emerging technologies for both learning and recreation. Finally, they also appeared satisfied with their English instructors' teaching approaches.   [More]  Descriptors: Foreign Countries, Technology Uses in Education, Second Language Learning, English (Second Language)

Jackman, W. Marc; Roberts, Patricia (2014). Students' Perspectives on YouTube Video Usage as an E-Resource in the University Classroom, Journal of Educational Technology Systems. This study examined the perspectives of 70 prospective teachers about the use of YouTube videos as e-resources to supplement psychology lectures at a university in Trinidad & Tobago. A questionnaire designed for the study was used to collect both quantitative and qualitative data. The quantitative analysis included frequency distribution, non-parametric correlations, and ordinal logistic regression. In the quantitative results, participants' identified benefits and implications of the YouTube strategy that confirmed and went beyond previously established research. More specifically, the ordinal regression analyses identified specific benefits that predicted participants' intention to the YouTube integration strategy in their own teaching and researching. The qualitative data which were analyzed using content analysis provided supporting details of the benefits and implications of integrating YouTube videos as supplements to lectures. The findings have implications for the use of new media in the university classroom, especially when teaching digital natives.   [More]  Descriptors: Student Attitudes, Video Technology, Social Media, College Instruction

McClure, Carli; Buquoi, Brittany; Kotrlik, Joe W.; Machtmes, Krisanna; Bunch, J. C. (2014). Extension Youth Educators' Technology Use in Youth Development Programming, Journal of Agricultural Education. The purpose of this descriptive-correlational study was to determine the use of technology in youth programming by Extension youth development educators in Louisiana, Mississippi, and Tennessee. Data were collected via e-mail and a SurveyMonkey¬© questionnaire. Extension educators are using some technology in youth development programming. More than three-fourths of Extension youth educators are using Facebook; however, less than one fourth of Extension youth educators are using Twitter which contradicts previous research. Having technology available for use explains a medium amount of the technology use among Extension youth educators; however, perceived barriers, anxiety, age, gender, years of experience, and sources of technology training do not explain Extension youth educators technology use in their programming. Extension youth educators fit the description of digital immigrants who assume that today's learners acquire knowledge the same way they learned when they were in school.   [More]  Descriptors: Extension Education, Rural Extension, Agricultural Education, Technology Uses in Education

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