Bibliography: Social Media (page 134 of 144)

Dissanayeke, Uvasara; Hewagamage, K. P.; Ramberg, Robert; Wikramanayake, G. N. (2013). Twitter Micro-Blogging Based Mobile Learning Approach to Enhance the Agriculture Education Process, International Association for Development of the Information Society. The study intends to see how to introduce mobile learning within the domain of agriculture so as to enhance the agriculture education process. We propose to use the Activity theory together with other methodologies such as participatory methods to design, implement, and evaluate mLearning activities. The study explores the process of introducing twitter based mLearning among a group of young farmers by following a series of steps: A situation analysis to explain the mobile technologies or tools available among study community, developing lessons, introducing mLearning among the study group, and evaluating the outcome. It concludes that twitter as a potential low cost ICT solution to facilitate informal learning among the study group. [For the full proceedings, see ED562140.]   [More]  Descriptors: Agricultural Education, Educational Technology, Technology Uses in Education, Telecommunications

Bates, C. C.; Martin, Aqueasha (2013). Using Mobile Technology to Support Literacy Coaching Practices, Journal of Digital Learning in Teacher Education. This article examines literacy coaches' (n = 7) digital note-taking practices using mobile technology and their influence on reflective practice. The study, which employed a design-based approach, investigated the coaches' transition from note-taking by paper and pencil to the note-taking application Evernote. Data included interviews with the coaches, a blog where coaches discussed their use of Evernote, and the coaches' digital notes. All data were uploaded into NVIVO 10 for management and coding purposes. Findings suggest that successful integration and future acceptance of mobile technology for reflective practices depends not only on its usability, but also on the types of professional development provided to the user.   [More]  Descriptors: Coaching (Performance), Literacy, Technology Uses in Education, Handheld Devices

Tella, Adeyinka; Olarongbe, Shuaib Agboola; Akanbi-Ademolake, Hauwa Bolanle; Adisa, Mulikat Y. (2013). Use of Social Networking Sites by Academic Librarians in Six Selected States of Nigeria, New Review of Academic Librarianship. The attractiveness of social networking sites (SNSs) has extended to almost all professionals in numerous human organizations including the library. Librarians as a result of this development are now making use of these sites to connect to other libraries and librarians both within and outside their environment. However, it is observed that the use and benefits derived from social networking sites by Nigerian librarians, generally, and those in academic libraries, particularly, has not been well documented. It is against this backdrop that this study examined the use of social networking sites to both the libraries and the librarians in selected academic libraries in six Nigerian States. A survey research design approach was adopted. The simple random study drew upon 200 academic librarians from academic libraries across six selected States in Nigeria. Five research questions were raised and answered by the study. The results demonstrate that Facebook and Twitter are mostly use by academic librarians. Academic librarians are making use of SNSs on a weekly basis and partially on a daily basis. Many potential benefits of SNSs were indicated both to the librarians and their libraries such as creating opportunity to connect with people across the globe, which includes those that have never been seen and those that one is not sure of coming in contact with. It was also found that SNSs give opportunity for academic libraries to incorporate SNSs as a means of creating more interactive user centered library and information services. Examples of the defects identified associated with SNSs include sexual harassment, cybercrime, fraud, and spreading of spam. It is expected that the outcomes of this study will serve as pioneer data upon which future related studies will be anchored.   [More]  Descriptors: Social Networks, Academic Libraries, Librarian Attitudes, Mass Media Use

Ranieri, M.; Bruni, I. (2013). Empowering Creativity in Young People through Mobile Learning: An Investigation of Creative Practices of Mobile Media Uses in and out of School, International Journal of Mobile and Blended Learning. This paper investigates the potential of mobile learning for creativity in and out of school with a focus on media production. In doing so it attempts to move beyond binary choices around the nature of creativity (e.g., individual vs social) and the role of technologies for creative learning. To this end, it presents the literature on how creativity has been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study by referring to the Vygotskyan perspective of creativity as a transformative process of culture and the self. It then moves to a description of three experiences addressing young people and entailing the creation of digital artifacts through mobile devices. It also presents some results, exploring learners' and teachers' perspectives and showing how mobile devices serve as cultural resources that young people use for meaning making and transforming themselves. The paper concludes with some recommendations for future research.   [More]  Descriptors: Telecommunications, Technology Uses in Education, Handheld Devices, Educational Technology

Maxwell, Patricia; Banerjee, Priya (2013). Nature and Extent of iPad Use among Freshmen Honors Students, Journal of Educational Technology Systems. On the heels of national studies reporting that college students believe tablet computers will "transform" learning, many colleges have begun to use mobile technology like the iPad and laptop as recruitment tools. The effectiveness of such incentives can be tested by determining whether enrollment increased as a result, and whether or not tablet computers found meaningful use. To this end, a study was conducted to examine the use of the iPad by freshmen honors students and the effect of the recruitment incentive on enrollment. The results revealed a significant difference in the anticipated and actual use of the iPad in social networking, multimedia, learning, lifestyle activities, and information management. Sixty-nine percent of the students reported that their decision to accept admission was influenced in large part by the iPad incentive.   [More]  Descriptors: College Freshmen, Honors Curriculum, Handheld Devices, Use Studies

Yerrick, Randy K. (2013). Evaluating Students' Responses to iTunes U as a Rich Media Delivery Solution for Teacher Education, International Journal for the Scholarship of Teaching and Learning. Content management and delivery systems are becoming central to the support and expansion of distance education at universities. A case study was conducted at a Midwestern university to examine the use of iTunes-U as a potential venue for supporting teacher education. Implications for research and next steps are discussed.   [More]  Descriptors: Technology Uses in Education, Multimedia Materials, Social Media, Delivery Systems

Mayisela, Tabisa (2013). The Potential Use of Mobile Technology: Enhancing Accessibility and Communication in a Blended Learning Course, South African Journal of Education. Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicited from a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixed-methods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestions for future research were made.   [More]  Descriptors: Telecommunications, Handheld Devices, Technology Uses in Education, Educational Technology

Owens-Hartman, Amy R. (2015). A Case Study of Technology Choices by High School Students, ProQuest LLC. The purpose of this case study was to examine student technology choices when given the freedom to choose technology devices to complete a project-based learning activity in a content area of study. The study also analyzed factors affecting technology choice as well as how technology proficiency scores aligned to technology choices. Patterns and themes were identified during data analysis. Three research questions guided this study are: 1) When given a choice, what technologies do students use to accomplish a Project-based Learning mission? 2) Why does a student choose certain technologies to accomplish a Project-based Learning mission? 3) How do students technology choices during a Project-based Learning mission align with their Atomic Learnings & Technology Skills Student Assessment scores? Data analysis of the first question indicated that for hardware choice, students overwhelmingly chose laptops to complete a project-based mission with smart phones coming in second to complete or enhance the mission. In my results section for software choice, all students chose some sort of cloud-based technology: Google Slides, Prezi, a blog, Twitter, and Google Sites. Data analysis of the second question concluded that both internal and external factors affected student technology choices. Students chose the software choice first to accomplish their project and then chose the hardware tool to work best with the software. Hardware was seen as the needed device to make the cloud based software work as best as possible. Data analysis of my final and third question indicated that self-efficacy and previous experiences are crucial components for secondary level students when choosing and using technology. Technology proficiency scores aligned to student technology choices. [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:…   [More]  Descriptors: High School Students, Technology Uses in Education, Preferences, Case Studies

Claassen, Ryan L.; Monson, J. Quin (2015). Does Civic Education Matter?: The Power of Long-Term Observation and the Experimental Method, Journal of Political Science Education. Despite consensus regarding the civic shortcomings of American citizens, no such scholarly consensus exists regarding the effectiveness of civic education addressing political apathy and ignorance. Accordingly, we report the results of a detailed study of students enrolled in introductory American politics courses on the campuses of two large research universities. The study provides pre- and postmeasures for a broad range of political attitudes and behaviors and includes additional long-term observations in survey waves fielded 6, 12, and 18 months after the conclusion of the class. Long-term observation provides leverage absent in many prior studies and enables us to compare the changes we observe during the semester to those that take place beyond the confines of the classroom and during important political events, such as the 2012 presidential election. Also embedded in the study is an experiment designed to assess whether students' enthusiasm for "new media" (e.g., blogs) can be harnessed in American politics courses to stimulate long-lasting political engagement. We find evidence that civic education matters for some, but not all, measures of political engagement. Moreover, we find evidence that what one does in the classroom also matters. For some dimensions of political engagement, this study finds evidence of lasting civic education effects and the experimental manipulation compellingly locates the source of some engagement variation in the classroom.   [More]  Descriptors: Citizenship Education, College Students, Student Attitudes, Introductory Courses

Sittiwong, Tipparat; Wongnam, Thanet (2015). The Effective of Using 5 Simple Steps (QSCCS) Learning Activities on Facebook to Promote Self-Learning in the 21st Century in Technology Printing and Advertising Course for Undergraduate Students in Education Technology and Communications, Universal Journal of Educational Research. The objectives of this study were to: 1) study the result of implementing QSCCS with Facebook; 2) study students' opinions concerning the implementation of QSCCS with Facebook. The samples were 38 Technology and Communications undergraduates who attended Printing and Advertising Technology course in academic year of 2013. The information was gathered by using the achievement test regarding implementing QSCCS with Facebook and a questionnaire regarding students' opinions concerning implementing Qsccs. Later on, the information was analyzed to find percentage, mean, standard deviation, independent t-test, and problems conclusions and suggestions. The result showed that: 1) students achieved higher score after implementing QSCCS. The significance was 0.05; 2) students' opinions concerning implementing QSCCS with Facebook were high (. = 3.69, = 0.47). Once considered in all aspects, the aspect that achieved the highest mean was the one that allowed students to study on their own (. = 3.92, = 0.75). Following by implementing Facebook with learning in order to allow students and teachers to be able to communicate in more various ways (. = 3.82, = 0.61), finally, there were three aspects that achieved the same mean, which were: students were involved more in learning activities (. = 3.76, = 0.71), students were able to study by themselves more (. = 3.76, = 0.71), and Facebook helped students to enjoy learning a lot more (. = 3.76, = 0.71).   [More]  Descriptors: Social Media, Technology Uses in Education, Undergraduate Students, Educational Technology

McDermott, Elizabeth; Roen, Katrina; Piela, Anna (2015). Explaining Self-Harm: Youth Cybertalk and Marginalized Sexualities and Genders, Youth & Society. This study investigates self-harm among young lesbian, gay, bisexual, and trans (LGBT) people. Using qualitative virtual methods, we examined online forums to explore young LGBT people's cybertalk about emotional distress and self-harming. We investigated how youth explained the relationship between self-harm and sexuality and gender. We found that LGBT youth may articulate contradictory, ambiguous, and multiple accounts of the relationship but there were three strong explanations: (a) self-harm was because of homophobia and transphobia; (b) self-harm was due to self-hatred, fear, and shame; (c) self-harm was emphatically not related to sexuality or gender. There was evidence of youth negotiating LGBT identities, managing homophobia, resisting pathologization, and explaining self-harm as a way of coping.   [More]  Descriptors: Self Destructive Behavior, Homosexuality, Sexual Identity, Sexual Orientation

Highfield, Kate; Papic, Marina (2015). Riding the Wave of Social Networking in the Context of Preservice Teacher Education, Contemporary Issues in Technology and Teacher Education (CITE Journal). This study examined the use of one online social networking tool, NINGâÑ¢, in teacher education, highlighting preservice teachers' engagement and perceptions of the tool. Data obtained from 91 preservice teachers suggest that they found the multimodal platform useful as a tool to build pedagogic and content knowledge. Responses to surveys and online forums indicated potential benefits of social networking in higher education with preservice teachers indicating that this tool enabled increased control of their learning. Personalization and capacity to control and contribute multimodal responses were seen as effective in developing a learning community in a diverse cohort of higher education students.   [More]  Descriptors: Social Networks, Preservice Teacher Education, Context Effect, Web 2.0 Technologies

Forkosh-Baruch, Alona; Hershkovitz, Arnon; Ang, Rebecca P. (2015). Teacher-Student Relationship and SNS-Mediated Communication: Perceptions of Both Role-Players, Interdisciplinary Journal of e-Skills and Lifelong Learning. Teacher-student relationships are vital for academic and social development of students, for teachers' professional and personal development, and for having a supportive learning environment. In the digital age, these relationships can extend beyond bricks and mortar and beyond school hours. Specifically, these relationships are extended today while teachers and students communicate via social networking sites (SNS). This paper characterizes differences between teachers (N = 160) and students (N = 587) who are "willing to connect" with their students/teachers via Facebook and those who do not wish to connect. The quantitative research reported here within is based on data collection of personal characteristics, attitudes towards Facebook, and perceptions of teacher-student relationship. Findings suggest differences in characteristics of the two groups ("willing to connect" vs. "not willing to connect") within both populations (teachers and students). Also, in both populations, those who were "willing to connect," compared to those who were "not willing to connect," present more positive attitudes towards using Facebook for teaching/learning and are more opposed to a banning policy of student-teacher SNS-based communication. We also found that students who were "willing to connect" showed a greater degree of closeness with their teachers compared to those who were "not willing to connect." This study may assist policymakers when setting up regulations regarding teacher-student communication via social networking sites.   [More]  Descriptors: Teacher Student Relationship, Teacher Role, Student Role, Computer Mediated Communication

Halupa, Colleen; Henry, Matthew (2015). Using VineUp to Match Students with Alumni Industry Mentors in Engineering: A Pilot Study, International Journal of Higher Education. This pilot study evaluated users' perceptions of the effectiveness of the VineUp platform to match mentors from a large United States manufacturing firm and mechanical engineering students in an honors program at a small private university. Four mentor/mentee pairs were surveyed and interviewed at the end of the nine-month program. Although the VineUp platform was effective in matching mentor/mentee pairs, participants felt the process could have been done with an alternate method that was more cost effective.   [More]  Descriptors: Mentors, Pilot Projects, Manufacturing, Private Colleges

Fleischmann, Katja (2015). After the Big Bang: What's Next in Design Education? Time to Relax?, Journal of Learning Design. The article "Big Bang technology: What's next in design education, radical innovation or incremental change?" (Fleischmann, 2013) appeared in the "Journal of Learning Design" Volume 6, Issue 3 in 2013. Two years on, Associate Professor Fleischmann reflects upon her original article within this article. Although it has only been two years since she wrote the article, in that brief time, technology has continued to drive change in how design is practised, produced, accessed, traded, taught, and learned. The author has continued to adjust her media design curriculum with small modifications and, where warranted, radical changes. In two years, the application of the learning and teaching approach she devised and described to manage the increasing complexity of technology in media design education has stopped, but research into sustainability of new learning and teaching models has started and the implementation of the first fully online media design degree has begun. This article is a reflection upon that original article. The article as it appeared in 2013 is also presented. With the author's approval, minor edits have been made, the referencing and other conventions updated to APA 6.0. [For "Big Bang Technology: What's Next in Design Education, Radical Innovation or Incremental Change?," see EJ1018588.]   [More]  Descriptors: Educational Technology, Design, Technological Advancement, Information Technology

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