Bibliography: Social Media (page 142 of 144)

Zhang, Juwu (2014). Task-Oriented Internet Assisted English Teaching and Learning in Colleges, International Journal of Web-Based Learning and Teaching Technologies. Task-Oriented Internet Assisted English Teaching and Learning (TIAETL) is a new English teaching and learning model which integrates the Internet-assisted and task-oriented teaching. This article analyzed the worldwide tendency of English teaching and prerequisites for TIAETL in colleges. The TIAETL has the following advantages: student-centeredness, convenience and flexibility, communicativeness and applicability, informativeness, comprehensiveness and motivation. In the TIAETL, human factor, technology and facility factor, and internet activity determine the success of TIAETL. The commonly-used internet activities include browsing the Internet, emailing, chatting, blogging, and so on. In the form of accomplishing Net tasks, students develop their English listening, speaking, reading, writing, translation and raise crosscultural awareness through the Internet. Finally the article expounded the implementation of TIAETL in detail from the aspects of preparation, learning resources, task, time, check and evaluation. It's expected that this article arouses the interest in the researches on and practice of TIAETL in foreign language education and thus promotes English teaching and learning.   [More]  Descriptors: English (Second Language), Second Language Instruction, Internet, Teaching Methods

Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E. (2014). #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers, Journal of Research on Technology in Education. This mixed-methods study explores how K-12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results indicated that teachers highly value Twitter as a means of self-directed professional development. Respondents who reported using Twitter multiple times a day were more likely to use it for professional purposes than personal ones. Chief among the reported perceived benefits were professional development and meaningful relationships that teachers formed with other teachers who use Twitter. Implications for practice, including the ability for teachers to seek professional development for their specific needs, are discussed.   [More]  Descriptors: Social Media, Computer Mediated Communication, Professional Development, Elementary Secondary Education

Yu, Li-Tang (2014). A Case Study of Using Facebook in an EFL English Writing Class: The Perspective of a Writing Teacher, JALT CALL Journal. The purpose of this study was to address a writing teacher's perspective about integrating Facebook, a social networking site, into a university-level English writing course in Taiwan. Data, including interviews with the teacher and class postings on Facebook, were analyzed inductively, qualitatively, and interpretively, resulting in three emerging themes about the Facebook usage: students' participation, the connection between class and Facebook discussion, and the affordance of Facebook. Each theme's underlying properties were identified. This study provides language instructors with insights into the adoption of Facebook in an EFL context and supports them to better design tasks on Facebook.   [More]  Descriptors: Writing Teachers, Case Studies, Social Media, Writing Instruction

García-Peñalvo, Francisco José, Ed.; Seoane-Pardo, Antonio Miguel, Ed. (2014). Online Tutor 2.0: Methodologies and Case Studies for Successful Learning, IGI Global. After centuries of rethinking education and learning, the current theory is based on technology's approach to and affect on the planned interaction between knowledge trainers and trainees. "Online Tutor 2.0: Methodologies and Case Studies for Successful Learning" demonstrates, through the exposure of successful cases in online education and training, the necessity of the human factor, particularly in teaching/tutoring roles, for ensuring the development of quality and excellent learning activities. The didactic patterns derived from these experiences and methodologies will provide a basis for a more powerful and efficient new generation of technology-based learning solutions for high school teachers, university professors, researchers, and students at all levels of education. Following a preface by Francisco José García-Peñalvo and Antonio Miguel Seoane-Pardo, the following chapters are presented: (1) Designing Online Learning Strategies through Analytics (Prerna Lal); (2) Learning by Playing: Is Gamification a Keyword in the New Education Paradigm? (Eduardo Díaz San Millán, Rubén Gutiérrez Priego); (3) Evolution or Revolution: Are MOOCs Saving Education? (Eduardo Díaz San Millán, Rubén Gutiérrez Priego): (4) E-Learning Implementation in Developing Countries: Perspectives and Obstacles (Jovana Zoroja, Marjana Merkac Skok, Mirjana Pejic Bach); (5) Online Tutoring Roles: Italian Teachers' Professional Development Experience (Valeria Pandolfini); (6) Standing on the Shoulders of a Giant: Reconsidering Humanistic Perspectives on the Functions of an E-Moderator in Virtual Learning Contexts (Panos Vlachopoulos, John Cowan); (7) Using "Formally" Informal Blogs to Create Learning Communities for Students on a Teaching and Learning Programme: Peer Mentoring and Reflective Spaces (Elaine Tan, Eleanor Loughlin); (8) Three Degrees of Separation: Strategies for Mentoring Distanced Transnational Learners (David Starr-Glass); (9) The Use of the Socratic Teaching Method in E-Learning 2.0 Settings: Challenges and Limitations (Apostolia Pange); (10) Best Practices of Distance Dissertation Mentorship through Social Presence (Libi Shen, Irene Linlin Chen); (11) E-Learning Technologies for Effective Teaching (Alaattin Parlakkiliƃß); (12) Mentoring for Work Based Learning: The Role of Technology (Emma O'Brien, Ileana Hamburg); (13) A Delayed Treatment Control Group Design Study of an After-School Online Tutoring Program in Reading (S. Marshall Perry); (14) The Collaborative Animation Forum in Facebook: Learning Partnerships Across Australia, the United States and Singapore (Josh McCarthy); and (15) Pedagogical Patterns and Online Teaching (Antonio Miguel Seoane-Pardo, Francisco José García-Peñalvo). The book concludes with a section about the contributors and an index.   [More]  Descriptors: Electronic Learning, Tutoring, Teacher Role, Learning Activities

Leis, Adrian (2014). Encouraging Autonomy through the Use of a Social Networking System, JALT CALL Journal. The use of social networking systems has enabled communication to occur around the globe almost instantly, with news about various events being spread around the world as they happen. There has also been much interest in the benefits and disadvantages the use of such social networking systems may bring for education. This paper reports on the use of Twitter in a Japanese university course, and the effect it had on the participants' autonomy. The second language learning motivation and metacognitive skills of 34 Japanese university students studying in a foreign cultures class were measured using both open-ended and closed-ended items in a questionnaire. The results suggest that only students who have high linguistic self-confidence will display progress in taking charge of their learning habits and becoming autonomous in their study as a consequence of using a social networking system in class.   [More]  Descriptors: Metacognition, Second Language Instruction, Cultural Awareness, Questionnaires

Zhang, Qi; Lu, Zhouxiang (2014). The Writing of Chinese Characters by CFL Learners: Can Writing on Facebook and Using Machine Translation Help?, Language Learning in Higher Education. The current study investigates the applications of the pinyin input system, a Chinese word processing method, for writing on Facebook in order to help CFL (Chinese as a foreign language) learners from two Irish universities to improve their handwriting in Chinese characters on paper. The data were collected from writing activities conducted over 12 weeks on Facebook, which was the platform for the research, and then from an exam question written on paper. Analysis of the data show that inputting Chinese in pinyin on Facebook did not significantly contribute to either the number of characters used or the lexical variation of the participants' handwriting on paper. However, accuracy in the characters used was significantly higher on Facebook than in those written with conventional pen and paper, since by using the pinyin input system, the learners could use their phonological knowledge of the characters and then needed only to recognise the correct characters. Two unexpected findings emerged from the data: one was that the participants' engagement with the social affordances of Facebook was limited; the second was the use of machine translation when writing online. The study provides invaluable insights into the possibilities of applying social networking and machine translation in the language classroom for CFL learners with both low and high command of the Chinese language.   [More]  Descriptors: Handwriting, Orthographic Symbols, Alphabets, Chinese

Eamer, Allyson; Hughes, Janette; Morrison, Laura Jane (2014). Crossing Cultural Borders through Ning, Multicultural Education Review. The aim of this mixed methods research study was to examine the construction of adolescents' bi-cultural identities through an exploration of their social practices on the social networking site, Ning. More specifically, we ask: (1) how are new Canadian and first-generation adolescents' bi-cultural identities shaped and performed as they use multimedia and social networking tools in their classroom; and (2) how can social networking tools help students cross cultural barriers and build strong communities of practice. In this paper, we share the findings of this research that examines how seventy-seven 11-12 year old students explored, negotiated and presented their bi-cultural identities while using a social networking site with their peers and teachers, and how this process contributed to the creation of a strong community of practice.   [More]  Descriptors: Mixed Methods Research, Social Networks, Adolescents, Biculturalism

Kew, Bryan; Given, Kim; Brass, Jory (2011). Teachers as Researchers of New Literacies: Reflections on Qualitative Self-Study, Journal of Language and Literacy Education. In this article, a beginning teacher, experienced teacher, and teacher educator reflect upon their experiences with qualitative self-studies of language and literacy in teacher education courses. The goal of these course projects was to introduce teachers to sociocultural theories, qualitative research, and "new" literacies. Sharing excerpts from teachers' self-studies of blogging and a massively multi-player on-line role-playing game, we illustrate how small-scale self-studies may help teachers begin to develop notions of language and literacy as social practices, demystify educational research, and bridge perceived "theory" and "practice" divides in teacher education. We offer individual and collective reflections on our work to help teacher educators consider how qualitative self-study might make sociocultural perspectives and new literacies more accessible and tangible to practicing teachers.   [More]  Descriptors: Teacher Researchers, Qualitative Research, Multiple Literacies, Beginning Teachers

Hong, Carrie Eunyoung; Mongillo, Geraldine; Wilder, Hilary (2011). Transforming Tweets to Formal Academic Prose: College Freshmen's Innovative Writing Practice Using Digital Technologies, Journal of Educational Technology. This study explored how college freshmen at a mid-sized public university in north-eastern United States used Twitter, an anytime/anywhere writing technology, to support and promote the writing process by using tweets as a pre-writing activity. Two of the authors taught a joint course of First Year Seminar and Basic Reading in which the same group of students enrolled. Students in First Year Seminar used Twitter every week to input their ideas and thoughts about their experiences of the first year at the university with the goal of collaboratively combining these into a "Freshman Survival Guide" at the end of the semester. The findings indicate that Twitter as a technological tool helps students generate ideas that turned into a formal written text by going through a series of traditional writing processes. In addition, it appears that the nature of their writing development is affected by authenticity, collaboration, effective writing instruction, and instructional support of technology use in academic context.   [More]  Descriptors: College Freshmen, Freshman Composition, Social Media, Computer Mediated Communication

Keengwe, Jared, Ed.; Mbae, Justus G., Ed.; Ngigi, Simon K., Ed. (2015). Promoting Global Literacy Skills through Technology- Infused Teaching and Learning, IGI Global. The increasing internationalization of today's classrooms calls for learning institutions to prepare students for success in an interdependent and technologically-advanced world. Faculty who are competent in multiple 21st century skills are best equipped to engage students in curricula that are relevant, transformative, and engaging across content areas and cultures. "Promoting Global Literacy Skills through Technology-Infused Teaching and Learning" examines the function and role of globalization in 21st century teaching and learning, especially in light of technology integration and the need to prepare and empower global educators and global citizens respectively. Covering topics that range from social networking in linguistics to software used in engineering curricula, this premier reference work will be relevant to academicians, researchers, students, librarians, practitioners, professionals, and engineers. Following a foreword (Michael Searson) a preface (Jared Keengwe), and an acknowledgment section (Jared Keengwe), the following chapters are presented: (1) Enhancing Linguistic and Intercultural Competencies through the Use of Social Network Sites and Google Earth (Ellen Yeh and Greg Kessler); (2) Developing Global Sensibilities through a Technology-Enabled Active Learning Anthropology Curriculum (Joshua J. Wells and James M. VanderVeen); (3) Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications (Gregory Shepherd); (4) Driving into the Gap: Decision-Making for Infusing Technology in Schools (Robyn Seglem); (5) Moving Beyond a Focus on Delivery Modes to Teaching Pedagogy (Judi Simmons Estes); (6) Teaching and Learning in the Global Classroom: Strategies for Designing Thinking Curriculum and Online Collaborative Learning Projects (Deniz Palak and Melda Yildiz); (7) Understanding Students' Instructional Delivery Preferences and Other Classroom Logistics (Jospeter M. Mbuba and Florence Mugambi); (8) International Students and Their Technology Proficiency (Jacob Manu and Emmanuel Mensah); (9) Promoting Globalization: Cross-Cultural Teaching and 21st Century Learning Experiences (Helen Brantley, Michael Henry, Sarah Sabo, and Natalie Young); (10) Embracing Complexity and Innovation in an Era of Globalization: Lessons from Diversity Conceptualizations and Multicultural Teacher Preparation (Laura B. Liu, Lottie L. Baker, and Natalie B. Milman); (11) Developing Global Literacy Skills of K-12 Pre-Service Teachers of English Language Learners (ELLs) through Service-Learning (Cate Crosby); (12) Global Literacy Skills and Collaborative Strategies for Enhancing Professional Development for Teachers and Educators (Philliph Masila Mutisya and Jerono P. Rotich); (13) Mentoring Pre-Service Teachers at a Historically Black University: Global Perspectives (Helen Brantley and Cassandra Sligh Conway); (14) Turning Competitions into Global Collaboration through Educational Robotics: Case of RoboCupJunior (Amy Eguchi); (15) Promoting Cognitive Skill among Engineering Undergraduates with Technological Software (Nur Maisarah Binti Shahril Khuzairi and Manjit Singh Sidhu); and (16) Global Citizenship: Technology and the 21st Century Manager (Steven J. Bigatti, Emily Sirk, Michael M. Bigatti, and Silvia M. Bigatti. A section about the contributors and an index are also included.   [More]  Descriptors: Global Approach, Literacy, Technology Uses in Education, Educational Technology

Rust, Julie (2013). Complex Interplays: Teacher and Students' Co-Construction of New Media Classroom Spaces, ProQuest LLC. Although increasingly encouraged to incorporate new media into classrooms to prepare students for engaged participation in a digital world, teachers are often taken by surprise when paradigm clashes arise between traditional school expectations and the affordances of these new spaces. Students, at the same time, are faced with making sense of the old-new classroom spaces that emerge. Research on space, strategies, and tactics frame my exploration into this complex terrain: what actually happens when new media goes to school? More specifically, this work examines: How do one classroom teacher and a collaborating researcher use strategies when constructing new media spaces in the classroom? How do students make sense of space and self when using playful tactics on classroom-based social networking sites? How is the mismatch between teacher strategies and students' tactics negotiated in the process of one student's multimodal composition? Through data gathered from ethnographic methodologies during a rich teacher-researcher partnership, this research foregrounds the teacher's use of strategies to construct new media spaces for classroom purposes and students' use of tactics to reshape these spaces for their purposes. Collaborating closely with a high school teacher and two of her classes, I initiated a semester-long journey integrating new media into English class. Our work together highlights the practical realities and challenges that emerge when teachers work to integrate new media (and new paradigms) into traditional classrooms. An analysis of the teacher strategies employed in constructing new spaces reveals the challenges of wrestling with the sometimes conflicting expectations that the convergence of old and new spaces triggers, while an analysis of the students' tactical engagement affirms the playful ways that students made use of new spaces to accomplish deliberate social moves. By highlighting the resulting confluence of mismatched expectations, I argue for greater awareness of the difficulties in the maintenance of new classroom spaces, as well as the need to create more space for teachers to reflect on the implications of their pedagogical decisions. [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: Teacher Student Relationship, Classrooms, Social Networks, Partnerships in Education

Seabrooks-Blackmore, Janice; Patterson, Karen B. (2013). Preservice Teachers in Special Education: Using Edublogs for Transition Collaboration, Journal of Educational Technology. This was an exploratory study that examined the introduction and use of Edublogs as a collaborative communication tool in an undergraduate preservice special education course. Participants were enrolled in a course that addressed transition and the development of individualized transition education plans for students with disabilities. Pre- and post-surveys were given to determine participants' knowledge, feelings, and experiences with the use of Edublogs, as well as their attitudes before and after the introduction and use of Edublogs. Inferential and qualitative data analyses were used to analyze results. Using a 7-point Likert scale with multiple item pairs, results of pre- and post-survey ratings indicated that participants' attitudes were significantly different in five out of fifteen variable pairs. Post-survey comments on knowledge, thoughts, and experiences revealed overall positive themes about the use of this Web 2.0 technology for collaboration.   [More]  Descriptors: Preservice Teachers, Special Education, Electronic Publishing, Electronic Journals

Carpenter, Jennifer Short (2013). Perceptions of Social Support among Male and Female Students with Specific Learning Disabilities and in General Education, ProQuest LLC. Previous research has recognized the significant relationship between perceived social support and resiliency in children and adolescents without disabilities, but less is known about the perceptions of social support among youth with disabilities. Available research suggests that students with disabilities report lower levels of social support from significant sources in their home and school environments when compared to student without disabilities. Gender research in perceived social support suggests that females have reported higher levels of social support when compared to male students. Other variables that may be related to ratings of perceived social support include family composition and extracurricular group membership. The present study collected data from male and female middle and high school students from one school system in the Southeastern United States. All statistical analyses were conducted using "N" of 103, including 22 male students with Specific Learning Disabilities (SLD), 21 female students with SLD, 30 male students in general education, and 30 female students in general education. The majority of the sample included African American participants enrolled in middle school who were eligible for free or reduced lunch. No statistically significant findings in students' ratings perceived social support, as measured with the Child and Adolescent Social Support Scale (Malecki, Demaray, & Elliott, 2000) were identified within the multivariate analyses that compared male and female students with SLD and in general education. In the multivariate analyses exploring differences in student ratings of perceived social support across groups based on family composition and extracurricular group membership, a statistically significant main effect in extracurricular group membership was identified for the perceived social support rating of Teacher Frequency, with students who reported membership in one extracurricular group reporting higher teacher social support frequency ratings. [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: Student Attitudes, Social Media, Middle School Students, High School Students

Pu, Jiang (2013). Learning to Write in the Digital Age: ELLs' Literacy Practices in and out of Their Western Urban High School, ProQuest LLC. The definition of literacy is constantly changing and expanding. A sociocultural view of Literacy considers literacy to be multiple, multimodal, and multilingual as situated in and across the social and cultural contexts. As technology, new media and social network has reformed many aspects of writing, they provide ELLs (English language learners) with supports and resources while at the same time raising new challenges. Although adolescent ELLs are a very active group that use technology, new media and social network, they remain an under-represented group in the L2 writing research; and very little is known about the social practices of these writers as they use technology and digital media to develop and maintain social relationships in the local and global contexts. It is important to examine their writing practices across the school, home, and community contexts as they are immersed in technology and digital literacy practices. In the light of a sociocultural and socio-critical view of literacy, I conduct the year-long ethnographically oriented multiple case studies of 4 high school students in a Western urban community in the United States in order to understand their school-sponsored and self-sponsored writing practices in the digital age; and to examine the relationship, potential link and possible gaps between these practices. I observe their in-class writings in a 6-week period, and throughout the year collect multiple sources of data from formal and informal interviews, survey, field notes, literacy log, writing samples, and their self-select writing artifacts. I also become a member of their web-based social networks and gain access to their writings on the web logs, forums, Facebook, and Twitter. In the inductive analysis of the data, I notice important and recurrent themes such as the writers' identity construction and negotiation, socialization, and language use. Findings reveal that while school-sponsored writings provide opportunities for both individual and collaborative writings and chances of sharing, students consider certain tasks more meaningful than others. As the four participants in this study engaged in a wide range of self-sponsored out-of-school literacy practices, every participant was unique in their choice of the types of literacy practices, their preferences for the medium of composing, the sharing of their writings, and the language choices for their writings. One important findings is that their choices of languages, code meshing, and frequent use of internet and urban slangs showed their eagerness to belong to an adolescent social circle which valued their ethnicity, gender, linguistic heritage, and popular cultural literacies. As they consider English "extremely important", they all value their heritage languages as part of their identity construction. The links between the school and self-sponsored writings are obvious. There is overlapping in topics, genres, recurrent themes, language uses, sociocultural experiences that feed the writings. The writing processes are also impacted by each other. As for the gaps, while self-sponsored writings provide more chances for sharing and expressing, they are more informal and sometimes even fragmentary. I argue that while it is important to acknowledge the richness of students' self-sponsored writings and the potentials of technology and social networks, educators should not over-romanticize these writings or the role of technology, as they may also become distractions. It is also important to focus on the meaningful connections and possible gaps rather than drawing a boundary between the in-school and out-of-school literacy. This study offers new understandings and insights into the writing practices of the English language learners in the digital age. It calls for future longitudinal studies that connect the secondary and post-secondary education which will provide more complete descriptions and useful information on how they could be better prepared for college writing classes. [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: Literacy Education, Writing Instruction, Technology Uses in Education, English Language Learners

Hamada, Mayumi (2013). A Facebook Project for Japanese University Students (2): Does It Really Enhance Student Interaction, Learner Autonomy, and English Abilities?, Research-publishing.net. Facebook is, in most countries, a very popular Social Network Service (SNS). Since the launch of its service in Japan in 2008, it has been growing rapidly. As a platform for a link to the world, Facebook can also be used effectively for language learning in English as a foreign language (EFL) environments. The purpose of this project was to investigate how Facebook can help Japanese university students to improve their English by integrating Facebook activities into English lessons, and examine whether it could facilitate student interaction and self-motivation for learning English. The Facebook project was conducted over the course of one academic year in two parts. A previous study reported on the results of the first semester (????Hamada, 2012). In the second semester, the students were given an opportunity to exchange opinions with American university students. A writing task on Facebook was assigned to both Japanese and American students every week. In this study, I will present the results of the second semester based on a survey and feedback from the students. I will also discuss how the Facebook exchange with the American students can facilitate not only the language learning of the Japanese students, but also the interactions between students and inter-cultural understanding. [For full proceedings, see ED565044.]   [More]  Descriptors: Social Networks, English (Second Language), Second Language Learning, Second Language Instruction

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