Bibliography: Social Media (page 132 of 144)

Lin, Guan-Yu (2016). Effects That Facebook-Based Online Peer Assessment with Micro-Teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment, EURASIA Journal of Mathematics, Science & Technology Education. The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees' microteaching videos, the experimental group performed two rounds of online peer assessments targeting teacher performance; by comparison, the control group performed two identical rounds of peer assessment, but without the assessees' microteaching videos. The results show that the two groups experienced significantly positive changes in attitudes toward peer assessment over time. Moreover, the experimental group's perceived learning about teaching competency was lower than the control group's after completing the first-round peer assessment, but significantly increased over time. Finally, the open-ended responses show that participants regarded Facebook as a convenient tool for performing peer assessments, but voiced their concerns about Facebook's open and non-anonymous features.   [More]  Descriptors: Social Media, Peer Evaluation, Microteaching, Learning

Karsak, Hanife Gulhan Orhan (2016). The Two Faces of Teacher Candidates' Portfolio Experiences: Tradition and Facebook, Universal Journal of Educational Research. Exploring the effectiveness of facebook in the process of preparing a portfolio, it will be significant to profit by teacher candidates' experiences on facebook and traditional environments. Therefore in this phenomenon study to fathom of the portfolio experiences on both environments is intended. In this regard the opinions of the volunteers who have continued portfolio studies every week, were taken from utilizing four semi-structured open-ended questions. In consequence they are in the pedagogical formation program, ten female and five male in both environments, in total thirty participants. Data were collected in writing in fifty minutes, analyzed via Nvivo 10, presented with mind maps. Participants think that the Facebook environment is compared to other social networks as easy to reach, actual, the best known environment, gives opportunity to add various types of files, facilitates sharing independent of time and place and creating an archive, although they stated that the participants who use the environment for the first time in an instruction process, do not take responsibility and despite warnings. For traditional environment, they believe that it develops a high level of consciousness of communication, sharing, task and responsibility. However they express the lack of opportunities to see sharings instantly and to make peer review between groups.   [More]  Descriptors: Preservice Teachers, Portfolios (Background Materials), Portfolio Assessment, Social Media

Richardson, John M. (2016). Online "iDentity" Formation and the High School Theatre Trip, McGill Journal of Education. Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students' identity formation through exposure to live plays. Responding to calls to examine the ways in which young people's online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students' identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students' digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new "iDentity" formation.   [More]  Descriptors: Identification (Psychology), Secondary School Students, Theaters, Popular Culture

Hattem, David; Lomicka, Lara (2016). What the Tweets Say: A Critical Analysis of Twitter Research in Language Learning from 2009 to 2016, E-Learning and Digital Media. This study presents an overview and critical analysis of the literature related to Twitter and language learning published from 2009 to 2016. Seventeen studies were selected for inclusion based on a four-phase identification procedure, which helped us to identify published studies that resulted in a content analysis of themes in the articles emerging from the data set. Guiding questions include the following: What types of research have been conducted on Twitter in educational settings? How was Twitter used for language learning? What educational benefits were found by using Twitter for language learning? and What challenges and future research does the current research offer for Twitter and language learning? The analysis points to the potential of microblogging as a way to promote interaction and communication, potentially with native speakers, to build community, and to encourage noticing and negotiation of meaning. Results reveal that Twitter is used diversely in language education settings; it can be used at different levels, settings, and with a variety of tasks. They also shed light on educational practices and how language learning students interact with native speakers, develop language skills and competencies, and build community in the language classroom.   [More]  Descriptors: Social Media, Second Language Learning, Second Language Instruction, Content Analysis

Styati, Erlik Widiyani (2016). Effect of YouTube Videos and Pictures on EFL Students' Writing Performance, Dinamika Ilmu. This research aims at investigating the effect of YouTube videos and pictures as the authentic materials on Indonesian EFL students' writing performance. The experimental research is conducted by using quasi-experimental design. This research employed two groups: an experimental and control group. This is to see which group is effective to be used in helping the students' writing ability. The first group was taught by using YouTube videos and the second group was given treatment by using pictures. Both YouTube and pictures are the authentic materials which help the students to have better writing performance. The subjects of this study were the second semester students of English Department, IKIP PGRI Madiun. Both of the groups were instructed to write a paragraph by using YouTube videos and pictures as the authentic materials. The data were analyzed by using Independent t-test. The result of the study shows that there is significant difference between the students who write a paragraph after being taught by using YouTube videos and by using pictures. The students who were taught by using YouTube videos had lower writing performance than the students who were taught by using pictures. It means that using pictures in teaching writing is better than using YouTube videos to help the students in writing performance. Contains a bibliography.   [More]  Descriptors: Social Media, Video Technology, English (Second Language), Second Language Instruction

Hannaford, Jeanette (2016). Digital Worlds as Sites of Belonging for Third Culture Kids: A New Literacies Perspective, Journal of Research in International Education. Literacies developed in digital worlds are part of the out-of-school experiences that students bring into their classrooms every day. This article, which draws from a multiple case study undertaken in an international school, calls on a sociocultural–new literacies approach to explore identity, discourse and space within the online practices of Third Culture Kids. For Third Culture Kids, digital worlds offer new kinds of spaces of belonging from which to explore social connections and a sense of self.   [More]  Descriptors: Literacy, Social Media, Case Studies, International Schools

Hofer, Barbara K.; Thebodo, Stacey Woody; Meredith, Kristen; Kaslow, Zoe; Saunders, Alexandra (2016). The Long Arm of the Digital Tether: Communication with Home during Study Abroad, Frontiers: The Interdisciplinary Journal of Study Abroad. Until fairly recently, when U.S. students left home for college, their contact with family decreased abruptly. They typically learned to make an increasing number of important decisions without parental consultation, and developed in predictable ways toward becoming autonomous, self-regulating adults. Moreover, if they chose to study abroad during college, the distance from home and costs of communication generally meant that they were in even less contact with friends and family, and were expected to benefit from both the cultural immersion and the growing independence such experiences offered. The proliferation of affordable and accessible modes of communication, however–email, smart phones, texting, Skype, Facetime, Facebook, Viber, WhatsApp, for example–has made it possible for college students to connect with those at home with a frequency that would have been unimaginable only a decade ago. In spite of a growing sense of concern about how such dramatically increased potential for communication might influence the study abroad experience (Huesca, 2013), only limited research on the subject has been conducted (e.g., Mikal & Grace, 2012). This study expands our prior research on student-parent communication during the college years to students studying abroad by exploring their connections with friends and family at home and how this technological connectedness may be related to the study abroad experience.   [More]  Descriptors: Study Abroad, Computer Mediated Communication, Handheld Devices, Telecommunications

Kim, Sung Un; Syn, Sue Yeon (2016). Credibility and Usefulness of Health Information on Facebook: A Survey Study with U.S. College Students, Information Research: An International Electronic Journal. Introduction: This study examines ways in which college students perceive the credibility and usefulness of health information on Facebook, depending on topic sensitivity, information source and demographic factors. Method: With self-selection sampling, data were collected from two universities through an online survey; 351 responses were used for analysis. Analysis: The data were analysed using analysis of variance and t-tests. Results: Overall, college students tend to consider health information with low sensitivity levels as significantly more credible and useful than health information with high sensitivity levels on Facebook. Regardless of topic sensitivity, college students tend to consider professional information sources as more credible and useful than non-professional information sources on Facebook. However, among non-professional information sources, they prefer an experienced person over family when it comes to serious health issues. Female students tend to trust highly sensitive health information more than male students. Students living in campus residence halls are less likely to consider health information on Facebook as credible or useful. The more students are educated, the more credible or useful they consider professional information sources. Conclusions: This study demonstrates critical factors influencing students' perceptions of health information on a social networking site and provides implications for healthcare marketers and health educators. [Paper presented at the Information Seeking in Context (ISIC): The Information Behaviour Conference, Part 1 (11th, Zadar, Croatia, September 20-23, 2016).]   [More]  Descriptors: College Students, Student Attitudes, Student Surveys, Likert Scales

Schackow, Joy Bronston; Cugini, Stephanie (2016). Algebra? There's an App for That: Florida Goes Online with Math Support for Teachers and Students, Journal of Staff Development. The transition to Common Core State Standards for Mathematics has created a need for high-quality professional learning on content and pedagogy. This is especially true for algebra 1 teachers in Florida, where students must pass a standards-based exam as a requirement to earning a high school diploma. Time, distance, and cost constraints can get in the way. To address those challenges, the University of Florida's Lastinger Center for Learning and Study Edge, an educational technology company, developed an online teaching and learning system for algebra teachers and students. This system, called Algebra Nation, launched throughout Florida in spring 2013. Funded by the Florida Legislature,the program partners with students, teachers, administrators, parents, political leaders, and local communities to develop and deliver personalized professional learning.   [More]  Descriptors: Mathematics Instruction, Algebra, Common Core State Standards, Mathematics Teachers

Limsuthiwanpoom, Tassaneenart; Kanthawongs, Penjira; Kanthawongs, Penjuree; Suwandee, Sasithorn (2016). Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application, International Association for Development of the Information Society. This study explores the impact of motivational goals for using social networking sites (SNS) usage and computer self-efficacy towards e-learning effectiveness of the 155 students from different schools at a private university, in Pathum Thani province, Thailand during April to May of academic year 2015/2016. Social dimension and human interaction have played more significant roles in learning and teaching especially in higher institutions. Web 2.0 introduced many users to generate, share, and reuse contents using SNS like Facebook, Twitter, and LINE. LINE chat application was the second largest SNS application utilized by Thai users. Thai students, who often prefer to listen rather than speak to communicate with their teachers, feel more comfortable to chat with their teachers through virtual worlds using LINE. The results revealed that there was positive influence of motivational goals for using SNS usage and computer self-efficacy towards e-learning effectiveness. The highest impact was motivational goals for using SNS usage followed by computer self-efficacy affecting e-learning effectiveness. Possible avenues for future research are also suggested in this study. [For full proceedings, see ED571332.]   [More]  Descriptors: Foreign Countries, College Students, Private Colleges, Electronic Learning

Lius, Esko (2016). Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges, International Association for Development of the Information Society. Traditional further professional training has been losing its position and importance in teacher upskilling. Traditional modes of training delivery do not work well in situations where much of the competences have been gained informally, or when teachers find it difficult to attend training days that fit poorly to their schedules or location. This paper is a case study on how a gamified and open badge-based MOOC, namely "Learning Online" improved and recognized educators' skills related to new pedagogies and ICT in Finland. "Learning Online" consists of a 2-day boot camp, weekly online webinars and Facebook activities, and an open badge-based system for recognizing competencies. Teachers could participate in various areas of the entire system, which meant that they could visit the site www.oppiminenonline.com/ solely to apply for badges on the basis of their prior learning or also choose to join a team and participate in the game of earning the most badges. The results of using open badges in Learning Online have been very positive. This teacher professional development program exceeded the set goals. Instead of the initially targeted 800 badges, over 4,000 were applied for and over 3,600 granted. After the initial project the system has expanded, and there are talks to make it a nation-wide system. It has also contributed strongly to the development of wider educational thinking and practices of open badges in education. Badges make it easy to create and share an ePortfolio. [For full proceedings, see ED571430.]   [More]  Descriptors: Foreign Countries, Games, Recognition (Achievement), Prior Learning

Uusitalo-Malmivaara, Lotta; Lehto, Juhani E. (2016). Happiness and Depression in the Traditionally Bullied and Cyberbullied 12-Year-Old, Open Review of Educational Research. This study investigated the overall happiness, school-related happiness, and depression of traditionally bullied and cyberbullied 12-year-old Finnish students. Among the more than 700 participants, traditional bullying (26%) was more frequent than cyberbullying (18%). Receiving insulting text messages or being the subject of offensive comments on the Internet were the most common forms of cyberbullying. Often those who were cyberbullied were also victims of traditional bullying (the poly-victimized comprised 11% of all participants). We found no differences between genders in traditional bullying rates, but cyberbullying was more common among girls. Being victimized, in either form, was related to a decrease in all measures of psychological well-being, with the poly-victimized scoring the lowest. In particular, being victimized predicted depression, with the poly-victimized scoring the highest. The results indicate a clear need to intervene in early adolescents' culture of communicating via electronic devices and especially to identify victims of bullying in both the real and cyberworld.   [More]  Descriptors: Psychological Patterns, Depression (Psychology), Bullying, Computer Mediated Communication

Lyon, George Ella (2016). Why Story Circle Matters, Knowledge Quest. If adult attention is screen scrambled, what about kids, whose brains are still developing? In a world where we are over stimulated and hyperlinked-in we are deprived of the kind of time with a person or experience that deepens and sustains us. Here, poet laureate George Ella Lyon writes that the story circle can be such an experience. A school child can empathize and imagine in response to the language, character, and emotion in the story she is hearing. This pleasure is offered through the voice, the presence, of the reader. If the child's home doesn't include this ritual–and many do not it's all the more important that she be drawn into the circle at school. The ability to engage with a story in this way is essential to our humanity, for it teaches us to see and feel beyond our own limited lookout. The first gift of the library is the one from which all the rest flow. Our circle widens, but it stays centered in this shared experience. While it is easier to give children a screen that to give them a part of ourselves, Lyon warns that it may change childrens' brains and erode their ability to pay the kind of attention that sustains a fully human life. Lyon is not suggesting that we switch off the screen but rather advocates for a thoughtful balance, one in which the story circle holds the children, the grown-up, and the book. The article closes by warning us that we musn't let the virtual world rob us of what's real.   [More]   [More]  Descriptors: Reading Aloud to Others, Story Reading, Attention, Time Management

Miller, Beth (2016). Can I Use This App or Website for My Class? What to Know about Instructing Teachers and Students on Digital Citizenship, Digital Footprints, and Cybersafety, Knowledge Quest. This article addresses the question of what app or website is appropriate for teachers to use for classroom instruction. While most school districts have safety policies related to the Children's Internet Protection Act (CIPA) and the Children's Online Privacy Protection Act (COPPA) implemented by means of software and district firewalls, this questions is not an easy question to answer, and it's answered slightly differently depending on grade levels, student ages, and website/app restrictions. Although the safety of minors using e-mail, chat rooms, and other direct electronic communications is still an area of concern, Miller points out that school librarians have been and continue to be the primary instructors to teach students and teachers appropriate research skills and methods of accessing information through the Internet. The advent of more mobile devices that allow students to download apps and access websites, and the use of these devices in schools, has made parents and school districts more aware of the importance of keeping children safe while they are online.   [More]   [More]  Descriptors: Computer Oriented Programs, Web Sites, Computer Uses in Education, Computer Security

Scalise, Kathleen (2016). Student Collaboration and School Educational Technology: Technology Integration Practices in the Classroom, Journal on School Educational Technology. With the onset of Web 2.0 and 3.0–the social and semantic webs–a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education Group, 2014). Purpose is to show a case study of how teachers include student-to-student online collaboration in their Technology Integration Practices (TIP), and how some research projects are examining useful methodologies for incorporating evaluation, assessment and reflection of the approaches (Wilson et al., 2012; Wilson, Scalise, & Gochyyev, 2014). Results from the use of TIP collaborative math/science notebooks in the Assessment and Teaching of 21st Century Skills (ATC21S) project are presented. Recommendations are to help teachers answer key questions about how to assess and evaluate collaborative work online, and how to employ such techniques in the classroom.   [More]  Descriptors: Educational Technology, Technology Integration, Educational Practices, Educational Environment

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