Bibliography: Social Media (page 141 of 144)

Muhingi, Wilkins Ndege; Mutavi, Teresia; Kokonya, Donald; Simiyu, Violet Nekesa; Musungu, Ben; Obondo, Anne; Kuria, Mary Wangari (2015). Social Networks and Students' Performance in Secondary Schools: Lessons from an Open Learning Centre, Kenya, Journal of Education and Practice. Given the known positive and negative effects of uncontrolled social networking among secondary school students worldwide, it is necessary to establish the relationship between social network sites and academic performances among secondary school students. This study, therefore, aimed at establishing the relationship between secondary school students' access to and use of social network sites at an Open Learning Centre in Kenya. The centre was located about 30km South West of Nairobi, the capital city. This site was selected because information technology was the designed mode of delivery of the courses at the school, hence, high exposure of the students to quantitative social networking among the young, knowledge and information-thirsty population. The study sought opinions of key informants, parents, teachers and policy-makers in Kenya at the school compound. In addition, it investigated the behaviour of the students to generate both quantitative and qualitative data. Findings in this study showed that secondary school students in Kenya were much more vulnerable to the adverse effects of social networks in a manner consistently and concurrently similar to that found elsewhere in the worldwide. This included conversion of academic into recreational sessions and subsequent poor academic performances among the majority of the secondary school students in Kenya.   [More]  Descriptors: Foreign Countries, Social Networks, Secondary School Students, Academic Achievement

Laakkonen, Ilona; Taalas, Peppi (2015). Towards New Cultures of Learning: Personal Learning Environments as a Developmental Perspective for Improving Higher Education Language Courses, Language Learning in Higher Education. This article provides readers with an understanding of the concept of the personal learning environment (PLE). It suggests that PLEs can be used in two complementary ways: as a developmental lens for integrating ICT and creating new pedagogical practices and digital literacies for academic language learning, and as a context in which learners can practise and develop core skills such as digital literacies, team and knowledge work, and interactional skills–skills that are needed for success in today's knowledge economy. The article places PLEs within the broader development related to the cultural changes brought on by the proliferation of Web 2.0 technologies–participation, teamwork and co-design–and considers PLEs in relation to digital literacies and 21st-century skills. It then reports on a research-and-development project that makes use of design-based research and creates tools and models for learner-centred technology integration on the basis of a rich set of data and experiments. The article presents theoretical as well as practical insights into implementing PLEs in higher education (HE) language centre teaching and outlines principles for implementation in formal education. It concludes by expressing the need to purposefully balance the structure provided by traditional approaches to learning against ways of organising it with the nearly unlimited resources and participatory aspects afforded by the new media.   [More]  Descriptors: Higher Education, Educational Environment, Information Technology, Technology Integration

Council on Social Work Education (2015). CSWE Annual Report 2014-2015. Each "CSWE Annual Report" covers highlights of the organization's activities for a complete fiscal year (which runs from July 1 of one year to June 30 of the next). Prepared by a staff team and published through the Council on Social Work Education (CSWE) Office on Member and Communication Services, the report serves to inform members and the public regarding important initiatives, program updates, and other news of the year just completed. In the past year the CSWE has worked with its members and allies to advance social work education through its many events, initiatives, and collaborations. Among the highlights are: (1) Advancing the role of social work in integrated health and interprofessional settings; (2) Preparing MSW students to work with historically underrepresented and underserved populations through a new Minority Fellowship Program; (3) Nurturing existing and developing new champions for social work education in Congress and within federal agencies; (4) Developing curriculum for older adults and adolescent substance abusers, and focusing on economic self-sufficiency and homelessness; and Facilitating a transparent and responsive process to revise the Educational Policy and Accreditation Standards. [For the 2013-2014 annual report, see ED560928.]   [More]  Descriptors: Social Work, Masters Programs, Accreditation (Institutions), Social Justice

Haygood, Aimee; Bull, Prince Hycy (2012). Let's Face It: Integrating Facebook in a Precalculus High School Course, Journal of Educational Technology. This study examines 59 students' perceptions of using Facebook as an extension of the traditional classroom instruction, the value of Facebook as an educational tool, and the effects of blended learning in the class. A survey tool was used to assess students' perceptions pre and post implementation of Facebook page after nine weeks of integration. Findings reveal a positive disposition in students' perceptions of the educational value of Facebook, using Facebook to extend learning beyond the classroom, and blended learning with the greatest gain being students' perceptions of the educational value of Facebook. Students felt that it was fun, engaging and motivation to use Facebook. The results also reveal a positive disposition in students' perceptions of traditional classroom instruction. These finding suggest that even though students use Facebook as a social tool, most of these students (average age 16) prefer and place more value on traditional classroom instruction. Facebook by itself cannot be used to deliver instruction, however, when combined with traditional teaching or used as a supplement it was very effective in this study.   [More]  Descriptors: High School Students, Student Attitudes, Social Media, Calculus

Tyagi, Sunil (2012). Adoption of Web 2.0 Technology in Higher Education: A Case Study of Universities in National Capital Region, India, International Journal of Education and Development using Information and Communication Technology. The present study was conducted in six (6) Indian Universities at NCR (National Capital Region) of India to explore the usage analysis of Web 2.0 technologies in learning environment by faculty members. The investigator conducted a survey with the help of structured questionnaire on 300 respondents. A total of 300 self-administered questionnaires (out of total population 693) were distributed among Professors, Associate Professors, and Assistant Professors of different streams and departments (Agriculture, Arts, Education, Engineering, Management and Science) by adopting stratified random sampling, 147 valid samples were collected and analyzed. Web 2.0 is especially useful and creative when knowledge is digitized, modular and allowed to be used and distributed in a flexible way. The application of the Web 2.0 tools in Indian higher education is still marginal and will have to overcome a lot of obstacles in order to hold its ground as in higher education of developed countries. The adoption of Web 2.0 tools at universities is associated with important challenges (potential risks, institutional fears) and an effective strategy to deal with implementation problems may therefore include learning from (others') experience, as well as open access to content and reliance on open platforms for knowledge sharing and creation. The majority of the faculty members have been using Web 2.0 tools for the three major purposes; for Web based teaching & research; for interactive learning features; and to keep themselves up to date on related topic of interest. The results indicate that the faculty attitude and their perceived behavioral control are strong predictors to their intention to use Web 2.0. This article reports on study that attempted to find out the usage of Web 2.0 tools (wiki's, blogs, RSS feed, collaborative writing, video sharing, social networks, etc.) by Indian faculties to support teaching and learning in higher education at NCR of India.   [More]  Descriptors: Foreign Countries, Web 2.0 Technologies, Technology Uses in Education, Educational Technology

Yunus, Melor Md; Salehi, Hadi; Chenzi, Chen (2012). Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses, English Language Teaching. With the rapid development of world and technology, English learning has become more important. Teachers frequently use teacher-centered pedagogy that leads to lack of interaction with students. This paper aims to investigate the advantages and disadvantages of integrating social networking tools into ESL writing classroom and discuss the ways to plan activities by integrating social networking services (SNSs) into the classroom. Data was collected through an online discussion board from TESL students in a state university in Malaysia. The findings revealed that integrating social networking services in ESL writing classroom could help to broaden students' knowledge, increase their motivation and build confidence in learning ESL writing. The students' difficulties for concentrating on the materials when they use computer, lack of enough equipment as well as access to internet, and teachers' insufficient time to interact with the students were regarded as the main disadvantages of integrating social networking tools into ESL writing classes. Therefore, in this new technological era, it is essential for students and teachers to be equipped with technical skills to be competent for life-long learning and teaching. More studies are needed to explore the teachers' and students' attitudes towards using ICT in ESL/EFL contexts. Future quantitative and qualitative studies with more participants are needed to provide deeper insight.   [More]  Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Second Language Learning

Liu, Xiaohong; Wang, Lisi; Yang, Qiong (2012). Analysis on Influencing Factors and Countermeasures for College Students' Network Entertainment, Higher Education Studies. Informatization, as a trend in the world's development nowadays, has become an important force to promote economic and social reforms. Since 1990s, information technology reforms have advanced dramatically. Along with the constant development of the information industry as well as the popularization of information network, informatization has been viewed as the dominant characteristics for the economic and social development of the whole world. New technologies have spread network entertainment by combining traditional entertainment forms and network. Young people, who value Internet a lot, have accepted network entertainment as an indispensable part in their life. Accordingly, any boycotting attitude toward their network entertainment may exert hindering influences on their development. As a result, it is quite necessary to have an overall understanding on college students' network entertainment activities and raise corresponding countermeasures so as to guide them to be positively affected and to achieve sound development as well. The questionnaire method is adopted in this research to investigate students from 9 classes of 3 different colleges of Changchun University of Science and Technology. Based on relevant data analysis, we put forward some countermeasures based on summarizing the effects of network entertainment.   [More]  Descriptors: College Students, Performance Factors, Questionnaires, Social Media

Nemetz, Patricia L. (2012). Faculty Social Networking Interactions: Using Social Domain Theory to Assess Student Views, Journal of Instructional Pedagogies. As educators consider using social networking sites, like Facebook, for educational innovations, they must be aware of possible vulnerabilities associated with the blurring of social and professional boundaries. This research uses social domain theory to examine how students rate the appropriateness of various faculty postings, behaviors, and responses on Facebook when used for educational purposes. Results were consistent with expectations described by social domain theory. Principal Component Analysis found scenarios inter-correlated within three major components, with the extracted components showing face validity for conventional, personal choice, and moral domains. Students generally found faculty Facebook postings related to conventional issues more appropriate than postings related to personal choice and moral issues. The introduction of a privacy setting was also an important consideration for some scenarios. Older students and females were more likely to find some conventional postings and personal choice intrusions by faculty more inappropriate than younger students and males. Furthermore, students who disagreed that faculty should be more accessible on Facebook were more likely to find conventional and personal choice scenarios inappropriate, suggesting they would prefer a firm boundary between faculty use of Facebook and their own social use of Facebook.   [More]  Descriptors: Social Media, Technology Uses in Education, Social Theories, Student Attitudes

Bull, Prince Hycy; Adams, Shayla (2012). Learning Technologies: Tweeting in a High School Social Studies Class, Journal of Educational Technology. This study focuses on the perceptions of 46 high school students on the integration of Twitter as a learning technology. Twitter was introduced and used to supplement instruction in the course for the first six weeks of the 2010/2011 academic year. The integration included designing twitter pages, communication, reflections, use of twitpics surrounding the intentions of the Founding Fathers on the Bill of Rights. Data was collected using both quantitative and qualitative research techniques. Findings show that use of Twitter promoted students' creativity, fun, and engaged them in meaningful learning activities inside and outside of the classroom. Twitter as a technology tool can be used to promote blended learning and supplement instruction inside and outside of the classroom. The use of twitter was not all positive. It was clear that first time users had difficulty using twitter and questioned the educational significance of the tool. In addition, the same students were overwhelmed with the volume of information generated via twitter. It is recommended that the integration of twitter should involve training of students to ensure a comfort level that would enhance the educational process and not detract from it due to logistical issues and students' comfort level with the application.   [More]  Descriptors: Educational Technology, Social Media, High School Students, Social Studies

Aldana Gutiérrez, Yeraldine; Baquero Rodríguez, Mauro Jordan; Rivero Ortiz, Gustavo Adolfo; Romero García, Dora Cenaida (2012). Applying Connectivist Principles and the Task-Based Approach to the Design of a Multimodal Didactic Unit, HOW. This article describes the pedagogical intervention developed in a public school as part of the research "Exploring Communications Practices through Facebook as a Mediatic Device", framed within the computer mediated communications field. Twelve ninth graders' communications practices were explored and addressed by means of multimodal technological resources and tasks based on the connectivist learning view. As a result, a didactic unit was designed in the form of the digital book "Diverface". This one in turn displayed information through different media channels and semiotic elements to support its multimodal features. Teachers and students might thus need to reconstruct an alternative multimodal literacy so that they can produce and interpret texts of the same nature in online environments.   [More]  Descriptors: Teaching Methods, Intervention, Social Media, Technology Uses in Education

Absalom, Matthew; Morgan, Anne-Marie (2012). What Language Teachers Want–Considering the Evaluation of 18th Biennial Conference, Babel. Professional learning (PL) is an essential ingredient in the professional and personal lives of contemporary educators. PL can take many forms but large-scale conferences remain a touchstone in many fields, including languages education. In this paper, we review the evaluation of the 18th biennial conference of the Australian Federation of Modern Language Teachers Association (AFMLTA) in 2011. Through an online questionnaire a very high percentage of delegates (83%) provided feedback on the conference in a range of areas. We provide a preliminary analysis of this feedback and discuss implications for future planning of similar events, within the context of new demands and the changing landscape of languages teaching and learning in Australia, and language teachers' professional learning wants and needs.   [More]  Descriptors: Language Teachers, Needs, Educational Needs, Conferences (Gatherings)

Burak, Lydia (2012). Multitasking in the University Classroom, International Journal for the Scholarship of Teaching and Learning. Although research evidence indicates that multitasking results in poorer learning and poorer performance, many students engage with text messaging, Facebook, internet searching, emailing, and instant messaging, while sitting in university classrooms. Research also suggests that multitasking may be related to risk behaviors. This study's purpose was to describe the multitasking behaviors occurring in university classrooms and to determine relationships between multitasking and risk behaviors. Surveys assessing multitasking, grades, and risk behaviors were completed by 774 students. Results show that the majority of students engage in classroom multitasking, which is significantly related to lower GPA and an increase in risk behaviors.   [More]  Descriptors: Behavior Problems, Student Behavior, College Students, Risk

Rosen, Yigel, Ed.; Ferrara, Steve, Ed.; Mosharraf, Maryam, Ed. (2016). Handbook of Research on Technology Tools for Real-World Skill Development (2 Volumes), IGI Global. Education is expanding to include a stronger focus on the practical application of classroom lessons in an effort to prepare the next generation of scholars for a changing world economy centered on collaborative and problem-solving skills for the digital age. "The Handbook of Research on Technology Tools for Real-World Skill Development" presents comprehensive research and discussions on the importance of practical education focused on digital literacy and the problem-solving skills necessary in everyday life. Featuring timely, research-based chapters exploring the broad scope of digital and computer-based learning strategies including, but not limited to, enhanced classroom experiences, assessment programs, and problem-solving training, this publication is an essential reference source for academicians, researchers, professionals, and policymakers interested in the practical application of technology-based learning for next-generation education. Following a foreword by Andreas Schleicher, a foreword by Chris Dede, a preface, and an acknowledgment section, this 2-volume set is organized into the following volumes, sections, and chapters: Volume I: Section 1: Defining Real-World Skills in Technology-Rich Environments: (1) Twenty First Century Skills vs. Disciplinary Studies? (Lars Vavik and Gavriel Salomon); (2) Digital Competence: A Net of Literacies (Edith Avni and Abraham Rotem); (3) The Application of Transdisciplinary Theory and Practice to STEM Education (Susan Malone Back, Heather Greenhalgh-Spencer, and Kellilynn M. Frias); (4) The SOAR Strategies for Online Academic Research: Helping Middle School Students Meet New Standards (Carolyn Harper Knox, Lynne Anderson-Inman, Fatima Terrazas-Arellanes, Emily Deanne Walden, and Bridget Hildreth); (5) The Value of Metacognition and Reflectivity in Computer-Based Learning Environments (Sammy Elzarka, Valerie Beltran, Jessica Decker, Mark Matzaganian, and Nancy T. Walker); and (6) A Framework for Defining and Evaluating Technology Integration in the Instruction of RealWorld Skills (J. Christine Harmes, James L. Welsh, and Roy J. Winkelman); (7) Equipping Advanced Practice Nurses with Real-World Skills (Patricia Eckardt, Brenda Janotha, Marie Ann Marino, David P. Erlanger, and Dolores Cannella). Section 2: Technology Tools for Learning and Assessing Real-World Skills: (8) Simulations for Supporting and Assessing Science Literacy (Edys S. Quellmalz, Matt D. Silberglitt, Barbara C. Buckley, Mark T. Loveland, and Daniel G. Brenner); (9) Using the Collegiate Learning Assessment to Address the College-to-Career Space (Doris Zahner, Zachary Kornhauser, Roger W. Benjamin, Raffaela Wolf, and Jeffrey T. Steedle); (10) Rich-Media Interactive Simulations: Lessons Learned (Suzanne Tsacoumis); (11) An Approach to Design-Based Implementation Research to Inform Development of EdSphere¬Æ: A Brief History about the Evolution of One Personalized Learning Platform (Carl W. Swartz, Sean T. Hanlon, E. Lee Childress, and A. Jackson Stenner); (12) Computer Agent Technologies in Collaborative Assessments (Yigal Rosen and Maryam Mosharraf); (13) A Tough Nut to Crack: Measuring Collaborative Problem Solving (Lei Liu, Jiangang Hao, Alina A. von Davier, Patrick Kyllonen, and Diego Zapata-Rivera); (14) Animalia: Collaborative Science Problem Solving Learning and Assessment (Sara Bakken, John Bielinski, Cheryl K. Johnson, and Yigal Rosen); (15) Using Technology to Assess Real-World Professional Skills: A Case Study (Belinda Brunner, Kirk A. Becker, and Noel Tagoe); Volume II: (16) Assessment in the Modern Age: Challenges and Solutions (Mahmoud Emira, Patrick Craven, Sharon Frazer, and Zeeshan Rahman); (17) Technology-Assisted Learning for Students with Moderate and Severe Developmental Disabilities (Diane M. Browder, Alicia Saunders, and Jenny Root); (18) Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills (Raffaela Wolf and Doris Zahner); (19) Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking (Yigal Rosen and Maryam Mosharraf); (20) "Visit to a Small Planet": Achievements and Attitudes of High School Students towards Learning on Facebook–A Case Study (Rikki Rimor and Perla Arie); and (21) Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study–Online Course for the Professional Development of Teachers in a Digital Age (Rafi Davidson and Amnon Glassner). Section 3: Automated Item Generation and Automated Scoring Techniques for Assessment and Feedback: (22) Using Automated Procedures to Generate Test Items That Measure Junior High Science Achievement (Mark Gierl, Syed F. Latifi, Hollis Lai, Donna Matovinovic, and Keith A. Boughton); (23) Automated Scoring in Assessment Systems (Michael B. Bunch, David Vaughn, and Shayne Miel); (24) Automated Scoring of Multicomponent Tasks (William Lorié); (25) Advances in Automated Scoring of Writing for Performance Assessment (Peter W. Foltz); and (26) Using Automated Feedback to Improve Writing Quality: Opportunities and Challenges (Joshua Wilson and Gilbert N. Andrada). Section 4: Analysis, Interpretation, and Use of Learning and Assessment Data from Technology Rich Environments; (27) Assessing Problem Solving in Technology-Rich Environments: What Can We Learn from Online Strategy Indicators? (Jean-Francois Rouet, Zsofia Vörös, and Matthias von Davier); (28) Analyzing Process Data from Technology-Rich Tasks (Lisa Keller, April L. Zenisky, and Xi Wang); (29) Analyzing Process Data from Problem-Solving Items with N-Grams: Insights from a Computer-Based Large-Scale Assessment (Qiwei He and Matthias von Davier); (30) Assessment of Task Persistence (Kristen E. DiCerbo); and (31) Assessing Engagement during the Online Assessment of Real-World Skills (J. Christine Harmes and Steven L. Wise). A compilation of References, a section about the contributors, and an index are included.   [More]  Descriptors: Technological Literacy, Technology Uses in Education, Problem Solving, Skill Development

Daniel, Rhonda; Caruthers, Devina (2016). Understanding Underrepresented Populations in the Business School Pipeline. GMAC¬Æ Research Report RR-16-02, Graduate Management Admission Council. This white paper, "Understanding Underrepresented Populations in the Business School Pipeline," examines the shifting US racial and ethnic demographics and projected growth among US minority populations and the challenges–and incentives–these developments pose for US business schools to increase the opportunities for minority students to participate in a graduate management education. Historically, many US underrepresented populations (URP), particularly African Americans and Hispanic Americans, have had disproportionately small representation in the business school pipeline. There are no easy solutions to changing these dynamics and smarter, more customized approaches to recruiting these prospective students will be required of business schools to bring more of these students through their doors.   [More]  Descriptors: Disproportionate Representation, Business Schools, Business Administration Education, Minority Group Students

Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan (2016). Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance, European Journal of Engineering Education. Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.   [More]  Descriptors: Technology Uses in Education, Comprehension, Academic Achievement, Cooperative Learning

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