Search results for: Social networks
Page 1/4 35 items
Network structures of in-service teachers’ collective knowledge construction: An SNA analysis of multiliteracies online course
Multiliteracies is not only concerned with learners’ meaning-making using multiple communication and representation channels but with individuals’ contributions towards a collaborative and participatory culture. However, understanding collective knowledge construction in computer-mediated discussions is challenging due to large and complex digital texts in online contexts. To respond to this challenge, this study investigated the relationships between network structures and potentials for collaborative knowledge construction in a 12-week online multiliteracies professional education course by adopting Knowledge Society Network and Collaborative Knowledge Networks as analytical frameworks and using Social Network Analysis to find which network models the online course followed. Consequently, the network of teacher participants’ interactions showed high participant interaction and low idea interaction.
Updated: May. 18, 2021
Fun and Friendly or Wild and Offensive? Preservice Teachers’ Use of and Image Conveyed by Social Media
The study presents survey results from 515 preservice teachers at a regional United States institution on their social media use, specifically, their self-reported personal image conveyed on their social media sites, likelihood of posting problematic content on their social media sites, and preference for various others viewing their social media sites. While many preservice teachers reported appropriate social media use, some participants conveyed inappropriate personal images; had reservations about supervisors, employers, and university faculty viewing their sites; and were likely to post problematic content. Thus, it is incumbent for teacher preparation programs to develop clear policies as preservice teachers must be made aware of the professional consequences of inappropriate social media usage and behaviours.
Updated: Feb. 17, 2021
To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles. The participants, 202 undergraduate students, enrolled on three different degree courses, were studying educational technology course modules. A quantitative, transversal, and retrospective methodology with an ex post facto design was applied by the researchers. The use of Twitter led to an increase in both perceived learning and critical thinking among the majority of students, and in collaborative aspects of the teaching-learning process, as well as in active student roles. The authors conclude that the experience of Twitter and its use in an educational context has therefore contributed to enhancing the quality of learning and the teaching-learning process itself.
Updated: Dec. 19, 2019
What Do U.S. and Spanish Pre-service Teachers Think about Educational and Professional Use of Twitter? A Comparative Study
This study examines pre-service teacher (PST) perceptions of educational and professional uses of the social media platform Twitter. The findings reveal that participants from two countries perceived Twitter to have definite learning applications. Furthermore, it was found that a majority of PSTs from both countries perceived benefits from the access Twitter provided them to in-service educators, and expressed intentions to continue collaborating with other educators via Twitter.
Updated: Oct. 21, 2018
This article examines how preservice teachers used Twitter in a face-to-face undergraduate teacher education course. The author concludes that using social media such as Twitter in teacher education could present new opportunities for preservice teachers to jumpstart their socialization into their profession and their connections with its members. He also argues that preservice teachers will likely benefit if they leave their teacher education programs with an eye for teaching and learning applications of social media.
Updated: Feb. 08, 2018
More than Social Media: Using Twitter With Preservice Teachers as a Means of Reflection and Engagement in Communities of Practice
The present article illustrates the authors' attempts integrating twitter into their methods courses and investigates different opportunities that twitter provided for preservice teachers. The article describes these attempts from multiple perspectives—both from English educators and preservice teachers. The authors conclude that twitter provided unique opportunities for preservice teachers to engage with communities of practice and, to engage in reflection.
Updated: Oct. 03, 2017
#FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training
This article explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitioners in ITT and whether this instigates pedagogical change.
Updated: May. 14, 2017
This study was undertaken with two main goals. Firstly, the study aims to identify the factors that affect the use of social networking sites (SNSs) in e-learning, particularly among students and lecturers in higher learning institutions in Malaysia. Secondly, the study also intends to design and develop a social e-learning tool based on the identified factors. The findings revealed factors such as Social Networking, Ease of Use, Convenience and Ease of Use influence the use of SNSs in e-learning. Dissatisfaction towards current e-learning platforms (E-Learning Perception) also motivates the students and lecturers to seek alternative measures. In short, it can be concluded that the majority of the students and lecturers felt positively about the use of SNSs in e-learning. This was further proven with the implementation of Book2U, with the majority of the respondents perceiving Book2U as simple and appealing.
Updated: Mar. 05, 2017
The goal of this paper is to provide a useful framework rooted in social capital theory to be utilized to guide future research and practice concerning novice teacher induction that includes broader attention to the social context within which teachers are situated. Specifically, the author expounds upon the elements of a school’s social context which impact teacher socialization, including: (1) social context, (2) characteristics of novices, mentors, and colleagues, (3) alignment, and (4) frequency and content of interactions. The author provides recommendations for future research and improved practice.
Updated: Feb. 12, 2017
This article begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. The authors seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other.
Updated: Jan. 02, 2017