Bibliography: Social Media (page 129 of 144)

Worthy, Jo; Nuñez, Idalia; Espinoza, Katherine (2016). "Wow, I Get to Choose Now!" Bilingualism and Biliteracy Development from Childhood to Young Adulthood, Bilingual Research Journal. Much research has focused on the reasons and mechanisms for immigrant language loss. However, there is a scarcity of research about influences on language maintenance over time, and much of this work employs survey data. With the current study, we aim to contribute to this body of research with a qualitative study of a bilingual individual, Esperanza Sada (a self-selected pseudonym), and her language and literacy development, beginning in late elementary school and concluding with a follow-up at age 22. We employed a language ideologies framework to interpret Esperanza's language and literacy practices, as well as the social, political, and educational contexts in which they developed. This long-term examination allowed us to understand more about the mechanisms and processes of Esperanza's language and literacy development and use over time. It also illuminated her deliberate choice to continue with bilingualism and biliteracy, even as some of her friends and acquaintances made the opposite decision.   [More]  Descriptors: Bilingualism, Literacy, Qualitative Research, Longitudinal Studies

Cronin, Catherine; Cochrane, Thomas; Gordon, Averill (2016). Nurturing Global Collaboration and Networked Learning in Higher Education, Research in Learning Technology. We consider the principles of communities of practice (CoP) and networked learning in higher education, illustrated with a case study. iCollab has grown from an international community of practice connecting students and lecturers in seven modules across seven higher education institutions in six countries, to a global network supporting the exploration and evaluation of mobile web tools to engage in participatory curriculum development and supporting students in developing international collaboration and cooperation skills. This article explores the interplay of collaboration and cooperation, CoP and networked learning; describes how this interplay has operated in iCollab; and highlights opportunities and challenges of learning, teaching and interacting with students in networked publics in higher education.   [More]  Descriptors: Communities of Practice, Global Approach, International Cooperation, Higher Education

Lam, Chris; Hannah, Mark A. (2016). Flipping the Audience Script: An Activity That Integrates Research and Audience Analysis, Business and Professional Communication Quarterly. This article describes a flipped classroom activity that requires students to integrate research and audience analysis. The activity uses Twitter as a data source. In the activity, students identify a sample, collect customer tweets, and analyze the language of the tweets in an effort to construct knowledge about an audience's values, needs, and attitudes. The article first presents an overview of audience analysis frameworks. It then presents a step-by-step tutorial for integrating the activity. The authors also provide business communication instructors with resources for implementing the activity including video lectures, handouts, and instructional guides.   [More]  Descriptors: Audience Analysis, Integrated Activities, Class Activities, Transcripts (Written Records)

Knowlton, Dave S.; Nygard, Shanda (2016). Twitter in the Higher Education Classroom: Known Fragmentations and Needed Frameworks, Journal on Excellence in College Teaching. This article reviews early literature (that is, up to mid-year 2013) about Twitter's use in the higher education classroom. Fragmentations are highlighted as a way of showing that the literature does not cohesively claim advantages or disadvantages of using Twitter as a teaching and learning tool. The article also points to the limitations of the early literature. Using that literature review as a base, the authors put forth three theoretical frameworks that could be used to conceptually support Twitter-driven assignments in the college classroom. The article includes illustrative assignments that take advantage of Twitter's unique nature.   [More]  Descriptors: Higher Education, Classroom Techniques, Literature Reviews, Educational History

Ventura, Patricia; Martín-Monje, Elena (2016). Learning Specialised Vocabulary through Facebook in a Massive Open Online Course, This paper explores how the incorporation of a social network such as Facebook can enhance the acquisition of specialised vocabulary in the context of a Massive Open Online Course (MOOC). Such initiative took place in the second edition of the MOOC Professional English, the first ever English for Specific Purposes (ESP) MOOC to be launched in Spain as one of the courses offered by Aprendo, the UNED online platform. The main aim of the experiment was to ascertain how this social network, which has proved to foster motivation and engagement in language learning contexts (Blattner & Lomicka, 2012; Zourou, 2012), could enhance the students' learning experience and promote vocabulary acquisition in an ESP MOOC context. Following an action-research methodology (Lewin, 1946) a Facebook group was created by the MOOC curator and ran for eight weeks out of the twelve that the course was comprised of (11 November 2013-31 January 2014). A mixed-method approach was adopted for the data collection, using both quantitative techniques, such as student tracking in the MOOC, and also qualitative ones (e.g. questionnaires). The results point towards a positive impact of the Facebook network in the motivation of students to learn specialised vocabulary and an improvement in their progress in the MOOC, likewise fighting the main two problems that MOOCs currently are said to have: high drop-out rates and lack of student engagement. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]   [More]  Descriptors: Vocabulary, Social Media, Online Courses, English for Special Purposes

Sun, Christina J.; Reboussin, Beth; Mann, Lilli; Garcia, Manuel; Rhodes, Scott D. (2016). The HIV Risk Profiles of Latino Sexual Minorities and Transgender Persons Who Use Websites or Apps Designed for Social and Sexual Networking, Health Education & Behavior. The use of websites and GPS-based mobile applications ("apps") designed for social and sexual networking has been associated with increased HIV risk; however, little is known about Latino sexual minorities' and transgender persons' use of these websites and apps and the risk profiles of those who use them compared with those who do not. Data from 167 participants who completed the baseline survey of a community-level HIV prevention intervention, which harnesses the social networks of Latino sexual minorities and transgender persons, were analyzed. One quarter of participants (28.74%, n = 48) reported using websites or apps designed for social and sexual networking, and 119 (71.26%) reported not using websites or apps designed for social and sexual networking. Those who used websites or apps were younger and reported more male sex partners, a sexually transmitted disease diagnosis, and illicit drug use other than marijuana. HIV prevention interventions for those who use websites or apps should consider addressing these risks for HIV.   [More]  Descriptors: Acquired Immunodeficiency Syndrome (AIDS), Sexually Transmitted Diseases, Hispanic Americans, Homosexuality

Inan, Fethi A.; Namin, Akbar S.; Pogrund, Rona L.; Jones, Keith S. (2016). Internet Use and Cybersecurity Concerns of Individuals with Visual Impairments, Educational Technology & Society. Twenty individuals with visual impairments were surveyed in order to (a) understand their Internet use and (b) examine relations between metrics related to Internet use and cybersecurity-related knowledge, skills, confidence, and attitudes. Participants used the Internet for various purposes, including information search, communication, chatting, shopping, socialization, and education. The latter was more prevalent than in past research. Participants who were more knowledgeable and skilled regarding cybersecurity tended to be more concerned about it and to use the Internet less than those who were less knowledgeable about cybersecurity. Thus, cybersecurity concerns may lead individuals with visual impairments to decrease their Internet use, which could widen the digital divide.   [More]  Descriptors: Internet, Computer Use, Computer Security, Visual Impairments

Kabilan, Muhammad Kamarul (2016). Using Facebook as an E-Portfolio in Enhancing Pre-Service Teachers' Professional Development, Australasian Journal of Educational Technology. This study aims to determine if "Facebook," when used as an online teacher portfolio (OTP), could contribute meaningfully to pre-service teachers' professional development (PD) and in what ways the OTP can be meaningful. Pre-service teachers (n = 91) were asked to develop OTP using "Facebook" and engage in learning and professional development (PD) activities for 14 weeks. Questionnaires, open-ended items and reflective reports were used to collect data and it was found that many of the pre-service teachers benefitted quite significantly in terms of their development as future teachers through these five facets: (i) community of practice; (ii) professional learning and identity; (iii) relevant skills; (iv) resources; and (v) confidence.   [More]  Descriptors: Social Media, Social Networks, Communities of Practice, Professional Identity

Tucker, Catlin (2016). The Techy Teacher/Team Teaching from a Distance, Educational Leadership. In this brief article, Windsor High School (California) English language arts teacher Catlin Tucker describes how advancements in technology have not only allowed her students to connect, communicate, and collaborate with peers beyond the classroom, it has also done the same for her as an educator. In 2010, Tucker began blogging as an outlet for reflection on her teaching practices, challenging her to reexamine many of the ideas she had been taught as a new teacher. Her blog in combination with her activity on Twitter has allowed her to form connections with thousands of teachers, share hundreds of posts, and develop a clear vision of why she does what she does. Herein she describes how her positive experience connecting with other educators motivated her to get her students connected using tools such as Google Docs and Google Hangouts.   [More]  Descriptors: Team Teaching, Distance Education, Web Based Instruction, High Schools

Purdy, Noel; York, Leanne (2016). A Critical Investigation of the Nature and Extent of Cyberbullying in Two Post-Primary Schools in Northern Ireland, Pastoral Care in Education. This study aimed to investigate internet usage among post-primary pupils in years 9, 11 and 13 in two contrasting post-primary schools in Northern Ireland, the nature and incidence of cyberbullying among these pupils, and the ways in which their schools are currently addressing the problem. A mixed methodological approach was adopted: a paper questionnaire was completed by pupils in Years 9, 11 and 13 (n¬ =¬ 425) in the two post-primary schools; focus group interviews were conducted with pupils from each year group (n¬ =¬ 18); and individual semi-structured interviews were carried out with the pastoral care coordinators (deputy heads with responsibility for pupil wellbeing) of each school (n¬ =¬ 2). The findings confirm that the post-primary pupils in these two schools own a range of internet-capable media devices and spend considerable time online. The incidence of cyberbullying among these pupils was relatively low, and most often consisted of hurtful or nasty comments sent via texts or posted on social networking sites. The study reveals inconsistencies between the approaches taken by the two schools, but also generally low levels of staff training, little engagement with parents, a lack of pupil confidence in the school's ability to discuss cyberbullying openly, and a worrying absence of any systematic evaluation of the effectiveness of the schools' current strategies for tackling this complex issue.   [More]  Descriptors: Foreign Countries, Bullying, Computer Mediated Communication, Semi Structured Interviews

Mompean, José Antonio; Fouz-González, Jonás (2016). Twitter-Based EFL Pronunciation Instruction, Language Learning & Technology. This paper looks at the use of "Twitter" as a language teaching/learning tool. It describes the results of a study aimed at testing "Twitter's" effectiveness for pronunciation teaching. The purpose of the study was to determine whether "Twitter" can foster online participation and whether it may have a positive effect on the pronunciation of a number of words commonly mispronounced by EFL students. The study was carried out with students from a Language School in Spain. The students were sent a number of tweets on a daily basis, each of them featuring the pronunciation of a word considered to be difficult given unusual sound-spelling correspondences, lexical stress or the presence of silent letters. The results show that the instruction had a beneficial effect on the students' pronunciation of the target words and that participants were actively engaged during the study. Implications of the results for the teaching of English pronunciation and the use of "Twitter" in language teaching are also offered.   [More]  Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Pronunciation Instruction

Birnie-Smith, Jessica Rae (2016). Ethnic Identity and Language Choice across Online Forums, International Journal of Multilingualism. This paper examines the language choice and ethnic identity construction online of four young Chinese Indonesians from West Kalimantan, Indonesia. The study draws on a combination of Social Identity model of De-individuation Effects (SIDE) theory and audience design theory to formulate a hypothesis about participants' linguistic behaviour within different social circumstances online. Broadly, the hypothesis stated that participants would adjust their language choice and self-presentation to suit different online circumstances. Online social variables such as levels of anonymity, audiences, group identity and personal identity were predicted to impact on participants' linguistic behaviour. The hypothesis was evaluated through analysis of online interviews with participants and observations of participants' interactions on two social networking sites, "Kaskus"¬Æ and "Facebook"¬Æ. The paper shows that participants draw on their multilingual linguistic repertoires to construct their ethnic identity in different ways according to the social variables they encounter on each site. The results are generally consistent with the hypothesis of the study; however SIDE theory and audience design could not definitively explain the code-switching practices of participants in interactions with others of the same ethnicity on "Facebook"¬Æ.   [More]  Descriptors: Language Usage, Computer Mediated Communication, Social Networks, Ethnicity

Ho, Tu-Kuang; Lin, Yu-Tzeng (2016). The Effects of Virtual Communities on Group Identity in Classroom Management, Journal of Educational Computing Research. Group identity is a critical component in developing effective classroom management. While there have been numerous studies on group identity, they have primarily focused on its effects on the physical classroom entity. Advances in information technology, however, have enabled the creation of virtual communities, which have become a vital channel of communication in classroom management, though there are few systematic collations that explore the effects of virtual communities on classroom management. This study integrates social capital theory and social exchange theory into an integrated research model that examines a Facebook-based virtual classroom community, with an emphasis on group identity formation during social capital exchange via computer-mediated communication. A total of 344 valid questionnaires were obtained and analyzed using structural equation modeling. The results of this study found that the fair and reciprocal exchange of social capital generates affective commitment and emotional support among members maintaining or enhancing the development of social network relations and facilitating the formation of group identity. Finally, this study's theoretical and practical implications for classroom group management are presented.   [More]  Descriptors: Group Dynamics, Classroom Techniques, Online Courses, Simulated Environment

O'Mara, Ben; Harris, Anne (2016). Intercultural Crossings in a Digital Age: ICT Pathways with Migrant and Refugee-Background Youth, Race, Ethnicity and Education. This article problematises the uptake and use of digital technologies by migrant and refugee-background young people, through the lens of a site-based arts pedagogy program, Culture Shack (CS), in Melbourne, Australia. It argues that online pedagogies including animation, Facebook, photoshop, mobile phones and Youtube can be used effectively for bridging cultural, gender and educational gaps, if the ways in which they are applied engage with communication preferences and discourses of culture, ethnicity and digital media technology–including issues related to technological determinism. Drawing on Dimitriadis' attention to the power of public pedagogies and cyberculture theorists such as Leung and Nakamura, this article frames creative ICT use as not merely a tool but a contested, negotiated space in which young participants shape educational transits of being and becoming, and arts-based digital learning as twenty-first century global pedagogies.   [More]  Descriptors: Foreign Countries, Technology Uses in Education, Educational Technology, Migrants

Kotluk, Nihat; Kocakaya, Serhat (2016). Researching and Evaluating Digital Storytelling as a Distance Education Tool in Physics Instruction: An Application with Pre-Service Physics Teachers, Turkish Online Journal of Distance Education. Advances in information and communication technology in 21st century have led to changes in education trends and today new concepts such as computer, multimedia, audio, video, animation and internet have become an indispensable part of life. The storytelling is the one of approach which is allowed to using technology in educational field. The aim of this study is to define the use of digital storytelling in physics instruction as a distance education tool. In this respect, the literature related to digital storytelling was analyzed and for applying it in practice, 13 pre-service teachers from department of physic education were trained on digital storytelling for 6 weeks in spring term of 2013-2014 academic year. Following the process of instruction, pre-service teachers created and shared digital stories in YouTube and evaluated all of them. Furthermore, opinions of the pre-service teachers were asked on digital story telling As a result of the analysing the DST videos and opinions of pre-service teacher, it is expected that using digital storytelling as distance education tool will be efficacious.   [More]  Descriptors: Story Telling, Technology Uses in Education, Distance Education, Physics

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