Pub Date : 2014-03-10DOI: 10.1504/IJSMILE.2014.059693
Keely Blanch, K. Nairn, Susan Sandretto
In New Zealand, the use of social media for educational purposes is being encouraged (Ministry of Education, 2013). Yet, while educators focus on the educational advantages of using social media, there is little research available on the effects on students. This paper explores the way a small group of senior students from one New Zealand secondary school negotiated their identities on a class’ Facebook page. This qualitative study uses Goffman’s dramaturgical metaphor and poststructuralist conceptualisations of discourses and fluidity of identity. The findings offer an insight into the tensions faced by this group of students as they negotiated their identity presentations to blended audiences when the boundaries between public and private are blurred. The students’ identity performance and participation on the page was influenced by power differentials, the structure of the page, and an awareness of audience. This has implications for the way educators use social media in classrooms.
{"title":"Facebook in the classroom: blended audiences and multiple front-stages","authors":"Keely Blanch, K. Nairn, Susan Sandretto","doi":"10.1504/IJSMILE.2014.059693","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.059693","url":null,"abstract":"In New Zealand, the use of social media for educational purposes is being encouraged (Ministry of Education, 2013). Yet, while educators focus on the educational advantages of using social media, there is little research available on the effects on students. This paper explores the way a small group of senior students from one New Zealand secondary school negotiated their identities on a class’ Facebook page. This qualitative study uses Goffman’s dramaturgical metaphor and poststructuralist conceptualisations of discourses and fluidity of identity. The findings offer an insight into the tensions faced by this group of students as they negotiated their identity presentations to blended audiences when the boundaries between public and private are blurred. The students’ identity performance and participation on the page was influenced by power differentials, the structure of the page, and an awareness of audience. This has implications for the way educators use social media in classrooms.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"276 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122866340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-03-10DOI: 10.1504/IJSMILE.2014.059692
Kevin Hull
This paper addresses the use of Facebook as a way to keep high school students informed about class information and make students feel more of a sense of community with their classmates. A group of high school students followed a class Facebook page for a semester and took a survey to determine the effectiveness of the page. Results found that there was no significant difference in the students’ opinion of the class based on if they followed the class Facebook page or not. However, the students who followed the Facebook page responded that they wished more teachers would create one for other classes, so it is recommended that teachers use the social network in order to create academic conversation among students and display student work.
{"title":"Using Facebook in the classroom","authors":"Kevin Hull","doi":"10.1504/IJSMILE.2014.059692","DOIUrl":"https://doi.org/10.1504/IJSMILE.2014.059692","url":null,"abstract":"This paper addresses the use of Facebook as a way to keep high school students informed about class information and make students feel more of a sense of community with their classmates. A group of high school students followed a class Facebook page for a semester and took a survey to determine the effectiveness of the page. Results found that there was no significant difference in the students’ opinion of the class based on if they followed the class Facebook page or not. However, the students who followed the Facebook page responded that they wished more teachers would create one for other classes, so it is recommended that teachers use the social network in order to create academic conversation among students and display student work.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117278638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-06DOI: 10.1504/IJSMILE.2013.057460
J. McCarthy
The pedagogical value of e-learning has led to the increased use of online learning environments within universities around the world. Facebook, the most popular social networking site in the world, affords learning qualities not commonly found within traditional online learning environments, such as learning management systems. Facebook’s intuitive interface, immense popularity and social focus make it an excellent host for an engaging and interactive online community, particularly for commencing students, who are new to university culture, and international students, who are potentially isolated within a large cohort. This paper explores the development of ‘the Cafe’, a new application housed within the Facebook framework, designed using five established principles of user-interface-design – visibility, usability, relevance, accessibility and interactivity. ‘The Cafe’ has been developed to take advantage of Facebook’s popularity, and to provide institutions with a dedicated e-learning environment that meets the needs of modern-day tertiary students and teaching staff.
{"title":"The Café: creating the 'collaborative application for education'; a dedicated e-learning environment in Facebook","authors":"J. McCarthy","doi":"10.1504/IJSMILE.2013.057460","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.057460","url":null,"abstract":"The pedagogical value of e-learning has led to the increased use of online learning environments within universities around the world. Facebook, the most popular social networking site in the world, affords learning qualities not commonly found within traditional online learning environments, such as learning management systems. Facebook’s intuitive interface, immense popularity and social focus make it an excellent host for an engaging and interactive online community, particularly for commencing students, who are new to university culture, and international students, who are potentially isolated within a large cohort. This paper explores the development of ‘the Cafe’, a new application housed within the Facebook framework, designed using five established principles of user-interface-design – visibility, usability, relevance, accessibility and interactivity. ‘The Cafe’ has been developed to take advantage of Facebook’s popularity, and to provide institutions with a dedicated e-learning environment that meets the needs of modern-day tertiary students and teaching staff.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133295236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-06DOI: 10.1504/IJSMILE.2013.057464
J. Hughes, Laura Morrison
This study examines the construction, deconstruction and reconstruction of adolescent identities through an exploration of their social practices within a digital landscape using mobile devices and Facebook for learning in the classroom and in their lives. Using a mixed methods research approach of qualitative case study analysis and quantitative surveying, the research investigates the relationship between a multiliteracies pedagogy and the development of adolescent digital literacies and identity. More specifically, it answers the following research questions: 1) How are adolescents’ identities shaped and performed, as they use new media tools and social media in the classroom? 2) How does the use of mobile devices and Facebook in the classroom potentially transform teaching and learning literacy practices? The researchers found that using social networking sites such as Facebook can motivate students to engage with the content and explore how they perform their identities to others, but privacy issues are still a concern to some students.
{"title":"Using Facebook to explore adolescent identities","authors":"J. Hughes, Laura Morrison","doi":"10.1504/IJSMILE.2013.057464","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.057464","url":null,"abstract":"This study examines the construction, deconstruction and reconstruction of adolescent identities through an exploration of their social practices within a digital landscape using mobile devices and Facebook for learning in the classroom and in their lives. Using a mixed methods research approach of qualitative case study analysis and quantitative surveying, the research investigates the relationship between a multiliteracies pedagogy and the development of adolescent digital literacies and identity. More specifically, it answers the following research questions: 1) How are adolescents’ identities shaped and performed, as they use new media tools and social media in the classroom? 2) How does the use of mobile devices and Facebook in the classroom potentially transform teaching and learning literacy practices? The researchers found that using social networking sites such as Facebook can motivate students to engage with the content and explore how they perform their identities to others, but privacy issues are still a concern to some students.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121711542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-06DOI: 10.1504/IJSMILE.2013.057467
Johanna Kenney, Swapna Kumar, Mark Hart
This article describes the use of Facebook as an educational community of practice by online doctoral students to achieve their common goals. The analysis of participants’ interactions in the social network revealed that participants shared knowledge, resources, advice, and insights. They collaborated and communicated with each other to provide feedback, supported each other, and essentially, learned in and as a community. The results are discussed within a social constructivist learning perspective of the building of community among adult practitioners in a higher education setting.
{"title":"More than a social network: Facebook as a catalyst for an online educational community of practice","authors":"Johanna Kenney, Swapna Kumar, Mark Hart","doi":"10.1504/IJSMILE.2013.057467","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.057467","url":null,"abstract":"This article describes the use of Facebook as an educational community of practice by online doctoral students to achieve their common goals. The analysis of participants’ interactions in the social network revealed that participants shared knowledge, resources, advice, and insights. They collaborated and communicated with each other to provide feedback, supported each other, and essentially, learned in and as a community. The results are discussed within a social constructivist learning perspective of the building of community among adult practitioners in a higher education setting.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122043530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-06DOI: 10.1504/IJSMILE.2013.057463
Nicola L. Ritter, Erhan Delen
Researchers have identified students’ perceptions of Facebook as an educational tool; however, researchers have only begun to scratch the surface in how to use Facebook as an educational tool. The purpose of this study is to understand how to use Facebook as an educational tool based on college students’ current Facebook usage. A total of 200 undergraduates responded to an online questionnaire. This study shows undergraduates are willing to use Facebook in their coursework. However, students dislike the idea of blending their social and academic lives on Facebook. This study offers suggestions on how educators can integrate Facebook features into their course, to minimise students’ concerns. Furthermore, the study discusses how using Facebook as an educational tool reinforces 21st century skills and how educators can evaluate Facebook components using quality matters standards.
{"title":"Undergraduates' Facebook use: evidence-based practice to implement social media in education","authors":"Nicola L. Ritter, Erhan Delen","doi":"10.1504/IJSMILE.2013.057463","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.057463","url":null,"abstract":"Researchers have identified students’ perceptions of Facebook as an educational tool; however, researchers have only begun to scratch the surface in how to use Facebook as an educational tool. The purpose of this study is to understand how to use Facebook as an educational tool based on college students’ current Facebook usage. A total of 200 undergraduates responded to an online questionnaire. This study shows undergraduates are willing to use Facebook in their coursework. However, students dislike the idea of blending their social and academic lives on Facebook. This study offers suggestions on how educators can integrate Facebook features into their course, to minimise students’ concerns. Furthermore, the study discusses how using Facebook as an educational tool reinforces 21st century skills and how educators can evaluate Facebook components using quality matters standards.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128713727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-06DOI: 10.1504/IJSMILE.2013.057465
Jenny S. Wakefield, S. Warren, M. Alsobrook, Kim A. Knight
Our mixed methods multiphase research reviewed the pros and cons of implementation of social media in formal higher education learning from students’ perspective. Student-expressed concerns and preferences are shared. On the positive side we found that social media may facilitate a sense of social learning community and significantly more so (p < .001) if students are already familiar with and using the social media tool. Social media also helps shy students get voice in the classroom. Many students had concerns with privacy if Twitter or Facebook were to be used in the classroom. In particular Facebook was seen as a ‘private’ outlet; however, if either of these tools were to be used, Facebook was preferred. Through the students, we also found that our communicative actions – our language and the way we write – are changing as dictated by social media.
{"title":"What do they really think? Higher education students' perceptions of using Facebook and Twitter in formal higher education learning","authors":"Jenny S. Wakefield, S. Warren, M. Alsobrook, Kim A. Knight","doi":"10.1504/IJSMILE.2013.057465","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.057465","url":null,"abstract":"Our mixed methods multiphase research reviewed the pros and cons of implementation of social media in formal higher education learning from students’ perspective. Student-expressed concerns and preferences are shared. On the positive side we found that social media may facilitate a sense of social learning community and significantly more so (p < .001) if students are already familiar with and using the social media tool. Social media also helps shy students get voice in the classroom. Many students had concerns with privacy if Twitter or Facebook were to be used in the classroom. In particular Facebook was seen as a ‘private’ outlet; however, if either of these tools were to be used, Facebook was preferred. Through the students, we also found that our communicative actions – our language and the way we write – are changing as dictated by social media.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129236577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-06DOI: 10.1504/IJSMILE.2013.057461
Gila Kurtz
The purpose of this research was to examine the perceived implications on learning when making use of a Facebook group as a communication environment, along with the learning management system (LMS) course website. A total of 66 graduate students participated in the research. The main conclusion from the findings is that Facebook, although it was not originally created for educational purposes, can be used as a virtual space for discussion and sharing knowledge. Students reported being engaged in interaction and collaboration in the Facebook group as well as having appreciated its contribution to their own personal learning experience. Most of them would be willing to use Facebook groups as a learning space in future courses, without giving up the course website which is crucial as the main source of learning materials and course activities.
{"title":"Facebook group as a space for interactive and collaborative learning","authors":"Gila Kurtz","doi":"10.1504/IJSMILE.2013.057461","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.057461","url":null,"abstract":"The purpose of this research was to examine the perceived implications on learning when making use of a Facebook group as a communication environment, along with the learning management system (LMS) course website. A total of 66 graduate students participated in the research. The main conclusion from the findings is that Facebook, although it was not originally created for educational purposes, can be used as a virtual space for discussion and sharing knowledge. Students reported being engaged in interaction and collaboration in the Facebook group as well as having appreciated its contribution to their own personal learning experience. Most of them would be willing to use Facebook groups as a learning space in future courses, without giving up the course website which is crucial as the main source of learning materials and course activities.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115269409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-08-07DOI: 10.1504/IJSMILE.2013.055752
T. Plomp
This article discusses the implementation challenges of 21st century skills in the curriculum as a process of change that has to take place in schools and classrooms. Some general aspects of implementation processes are summarised, followed by a discussion about factors influencing successful implementation of change. A model for implementing or integrating 21st century skills in schools is presented, and a number of question and points are proposed as a necessary condition for realising the change needed in education. As a context for discussing these implementation aspects, the KSAVE model presented in the first article (Plomp, 2013a) and some curricular aspects (Plomp, 2013b) that are important pillars for reflecting on how 21st century skills can be implemented are summarised at the beginning of the article.
{"title":"Preparing education for the information society: implementation challenges","authors":"T. Plomp","doi":"10.1504/IJSMILE.2013.055752","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.055752","url":null,"abstract":"This article discusses the implementation challenges of 21st century skills in the curriculum as a process of change that has to take place in schools and classrooms. Some general aspects of implementation processes are summarised, followed by a discussion about factors influencing successful implementation of change. A model for implementing or integrating 21st century skills in schools is presented, and a number of question and points are proposed as a necessary condition for realising the change needed in education. As a context for discussing these implementation aspects, the KSAVE model presented in the first article (Plomp, 2013a) and some curricular aspects (Plomp, 2013b) that are important pillars for reflecting on how 21st century skills can be implemented are summarised at the beginning of the article.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124328260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-08-07DOI: 10.1504/IJSMILE.2013.055733
Stacey L. Kite, R. Gable, Lawrence P Filippelli
This study assessed middle and high school students’ knowledge of potential risks, appropriate use, and their behaviours on the internet and social networking sites, especially regarding behaviours that may lead to cyber bullying or contact with potential internet predators. A total of N = 4,215 middle and high school students were assessed in a northeast state using the 47 items and five dimensions of the ‘Survey of knowledge of internet risk and behaviour’ (SKIRB). The instrument assesses students’ knowledge of internet safety with social media, cyberbullying, and internet predator risks. Descriptive statistics and a t-test were generated. Major findings revealed students do not recognise the risk associated with electronic forms of communication with low appropriate responses for the knowledge dimension. An alarming number of students have admitted to being bullied in school, N = 1,200 students, n = 786 middle school students and n = 414 high school students. Finally, parental involvement overall is low; middle school 33%, high school 17%, with regard to monitoring of internet activities.
{"title":"Cyber threats: a study of what middle and high school student know about threatening behaviours and internet safety","authors":"Stacey L. Kite, R. Gable, Lawrence P Filippelli","doi":"10.1504/IJSMILE.2013.055733","DOIUrl":"https://doi.org/10.1504/IJSMILE.2013.055733","url":null,"abstract":"This study assessed middle and high school students’ knowledge of potential risks, appropriate use, and their behaviours on the internet and social networking sites, especially regarding behaviours that may lead to cyber bullying or contact with potential internet predators. A total of N = 4,215 middle and high school students were assessed in a northeast state using the 47 items and five dimensions of the ‘Survey of knowledge of internet risk and behaviour’ (SKIRB). The instrument assesses students’ knowledge of internet safety with social media, cyberbullying, and internet predator risks. Descriptive statistics and a t-test were generated. Major findings revealed students do not recognise the risk associated with electronic forms of communication with low appropriate responses for the knowledge dimension. An alarming number of students have admitted to being bullied in school, N = 1,200 students, n = 786 middle school students and n = 414 high school students. Finally, parental involvement overall is low; middle school 33%, high school 17%, with regard to monitoring of internet activities.","PeriodicalId":275398,"journal":{"name":"Int. J. Soc. Media Interact. Learn. Environ.","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132836048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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