Search results for: Social networks
Page 2/4 33 items
Microblogging about Teaching: Nurturing Participatory Cultures through Collaborative Online Reflection with Pre-service Teachers
This study investigated the possibilities and challenges of using Edmodo as a reflective tool. Overall findings indicate that Edmodo was generally user-friendly and fostered substantive interactions among peers, and students and instructors perceived that collaborative reflection led to growth among pre-service teachers. In addition to the ease of using the Edmodo interface, many students expressed that they enjoyed the choice afforded by the medium.
Updated: Jan. 18, 2016
Schoolhouse Teacher Educators: Structuring Beginning Teachers’ Opportunities to Learn About Instruction
In this article, the authors focus on inservice as distinct from preservice teacher education and explore how beginning teachers’ opportunities to learn about mathematics and literacy instruction are supported within elementary schools. Based on this exploratory analysis, the authors contend that formal organizational structures, specifically grade level teams and formal leadership positions, were important for shaping beginning teachers’ opportunities to learn about instruction.
Updated: Dec. 22, 2015
Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012
This study investigated preservice teachers’ use of social network services (SNS) in teacher preparation and their disposition toward using it in their future teaching. The results revealed nearly all preservice teachers used a general SNS, but about 40% never read blogs, wrote blogs, or read wikis; about 90% never wrote wiki, and about 80% never read/wrote Twitter. SNS users consumed more content than shared or generated. Use of SNS for professional activities rose from 7 to 22%. Trends indicated general SNS and Twitter use was mostly personal, while reading blogs, wikis, and writing blogs was equally personal and educational, and writing wiki was mostly educational.
Updated: Jul. 23, 2015
This article analyses how critical theories’ justification of the goal of emancipation for educational actors hinges on intellectual inequality, the ignorance-knowledge continuum, and the hierarchical perception of social relations. It introduces networked-hutong siwei to reconceptualise critical teacher education that centres on developing teachers’ predispositions and skills to better mobilise and engage the critical capabilities of educational actors.
Updated: Jun. 14, 2015
This paper shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the ‘immigrant corner’. However, the ‘immigrant corner’ is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school’s official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. With regard to place and space, the article outlines and applies the young people’s identity formations, as well as their discussions about integration issues with help from the concept of power geometry – that is, networks of social/power relations.
Updated: Apr. 14, 2015
This study examines the evolution of one novice’s teacher’s informal virtual mentoring network to determine if characteristics of traditional mentoring networks and relationships mirror characteristics of a Twitter mentoring network. Results indicate that the novice teacher’s network was used primarily to seek information from other professionals, since her two primary informal mentors were secondary mathematics teachers. Novice teachers typically have more information needs than more experienced teachers and would likely need to ask more questions and have fewer resources to share than experienced teachers. Furthermore, the frequency of interactions decreased over time despite the potential ease of posting to Twitter.
Updated: Feb. 15, 2015
Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis
The purpose of this study was to assess the efficacy of using online social networks with preservice history teachers. The findings revealed that the Ning was an environment that allowed for real-time discussions of praxis that engaged not only their students, but other preservice and in-service teachers from around the world. The students had meaningful conversations concerning praxis online during the semester they were required to do so. These conversations reinforced the learning occurring in this seminar and at students’ practicum sites.
Updated: Oct. 22, 2014
This article discusses the role of Twitter in a graduate seminar on language teaching methodology. The findings indicate that the microblogging tasks enabled participants to form a virtual Community of Practice in which they were able to learn, share, and reflect.
Updated: Aug. 25, 2014
Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching
This article seeks to explore and understand the relationship between teachers’ participation in professional development activities and the development of mathematical knowledge for teaching. Results indicate that participation, broadly speaking, was not correlated with teachers’ knowledge development.
Updated: Feb. 27, 2013
Examining Teachers’ Personal and Professional Use of Facebook: Recommendations for teacher education programming
In this study, the authors employed a quantitative approach with an exploration of descriptive data to examine Facebook site features pre-service educators use and how those features are utilized in personal and professional ways. Quantitative results indicate that interaction on Facebook is reciprocal. That is, the number of posts made to a wall was significantly related to the number of updates made by the profile owner. Descriptive data indicated limited use of Facebook in professional ways. However, where professional interactions were noted, profile owners utilized peers for instructional ideas and ongoing classroom support.
Updated: Feb. 27, 2013