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1.
Can social media be used to enhance the process of learning by students in higher education? Social media have become widely adopted by students in their personal lives. However, the application of social media to teaching and learning remains to be fully explored. In this study, the use of the social media tool Twitter for teaching was considered. Undergraduate students in Business and Management (n = 252) were encouraged to use Twitter for communicating with their tutor and each other during a 12‐week course. Their involvement was evaluated using a survey considering amount of Twitter usage and students' attitudes and experiences. The data were analysed using factor analyses, which revealed a single usage construct and three attitudinal factors. Three findings emerged. Firstly, a positive correlation was found between amount of Twitter usage and student engagement in university‐associated activities including organising their social lives and sharing information. Secondly, course‐related tweeting was not related to interpersonal relationships between students and their tutor. Thirdly, Twitter usage did not impact class attendance. The results are salient for educational practitioners wishing to introduce social media into their teaching.  相似文献   

2.
Research on teachers’ use of social media has typically assumed that it is a) driven by a need for professional learning and b) best understood in terms of individual motivations. In this study, we use a dataset of nearly 600,000 tweets posted to one or more of 48 Regional Educational Twitter Hashtags associated with 44 U.S. states. To explore the influence of local contextual factors on hashtag- and account-level activity in these hashtags, we use an analytic approach heretofore uncommon in social media-focussed education research: generalised linear and multilevel modelling. At the hashtag level, higher numbers of teachers within a state, proportions of students receiving subsidised meals, student-to-teacher ratios, and amounts of state spending per child are associated with more activity within a regional hashtag; by contrast, more left-leaning state governments and citizenries are associated with less activity. At the account level, more experienced accounts and accounts in more right-leaning states contribute more tweets to these hashtags. These findings reinforce established understandings of Twitter as a site for teacher learning; however, they also underline the importance of acknowledging other important purposes of teachers’ Twitter use, including receiving emotional support and engaging in activism. Practitioner notes What is already known about this topic
  • Many teachers use Twitter (and other social media platforms) for professional purposes.
  • Teachers have identified professional learning—among other purposes—as motivating their use of Twitter.
  • Regional Educational Twitter Hashtags are diverse learning spaces for teachers and other education stakeholders.
What this paper adds
  • Local context and policy factors help influence teachers’ use of Twitter.
  • Teachers may turn to Twitter because of a lack of emotional or political support—not just a lack of material support or professional development opportunities.
  • Individual and idiosyncratic factors remain important in explaining teachers’ engagement with social media.
Implications for practice and/or policy
  • Informal spaces like social media may supplement formal support mechanisms for teachers.
  • Teachers’ use of social media may help administrators and policymakers identify existing gaps to be repaired in those formal support mechanisms.
  • Support for teachers should be conceived holistically and include emotional and political support.
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3.

Contemporary textbooks in criminal justice use A Clockwork Orange to illustrate issues of correctional and sentencing practices. This article challenges criminal justice faculty and students to use the film to explore the political and social realities of punishment, in particular the examination of the moral question of “voluntariness” and the implications for “treatment” as a mechanism of social control. This paper explores the moral questions of state sponsored social control and using the film satire invites the student to examine their beliefs about the political and social realities of punishment and rehabilitation.  相似文献   

4.
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5.
Abstract

The news media is an essential player in the policy making process. Social work students learning how to scrutinize, and influence, the complex world of social policy can benefit from an educational model that incorporates the media. This article first examines the theoretical framework for understanding the media's role in public policy formation. This framework is then used to construct a classroom exercise for analyzing the public discourse using basic content analysis of media texts. A case example drawn from a study of welfare reform and the media is described. By exploring how social problems are translated into public conversations, students can enrich their knowledge of social problem formation, and learn more effective rhetorical techniques and strategies for influencing the public debate.  相似文献   

6.
ABSTRACT

Amplified by a global political climate of fear, oppression, and increased nationalism, this article examines how U.S. secondary students in a digital media elective course used multimodal composition, and video production in particular, as a nexus of ‘participatory politics.’ By partnering theories of multiliterate expression with youth civic engagement, it offers new understandings into how urban youth use digital media production to leverage school-based social action. Refracted through a mediated discourse analysis lens, and with a particular focus on sound as a modal resource for design, findings suggest that youth used media production and semiotic sense-making to simultaneously enliven community action as well as shield students from personal histories of trauma. By engaging in the process of digital media production, as this article suggests, students cultivated new core practices of civic interaction and local engagement by amplifying injustice.  相似文献   

7.
Abstract

In this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students. We found BLM, through Facebook and Twitter, situated intersectional Black culture in the contemporary struggle for liberation. BLM also offered information that can raise its followers’ intersectional critical consciousness. Additionally, BLM content highlighted actions that can support Black liberation. Lastly, BLM content supported the building of relationships and naming of emotions as Black people work toward their liberation. In this sense, BLM connected with elements of a racially liberatory pedagogy and offered nuances that advanced the framework. We discuss the implications of this framework for teaching in higher education.  相似文献   

8.
This article is concerned with teacher populism on social media in England. This has grown in the last 10 years, facilitated by Twitter. While it appears to be a response to challenging working conditions and declining pay, it has largely been driven by conservative political strategy, an adaptation of the New Right coalition between social conservatives and economic liberals of the 1970s. New Right 2.0, as I frame it here, is a New Right project for the social media age, but also goes deeper into society to promote civic capitalism—so-called ‘Big Society’. New Right 2.0, like its predecessor, is an attempt to create an aggregated passive acceptance of free-market ideology by creating division and indifference, setting one group against another, using the state to reward its proponents and to discipline its objectors. Teacher populism, though modest in numbers and specific to a particular public service, uses the language of populism to promote its cause, wanting to give voice to the ordinary teacher against a liberal educational elite which includes academics, local education authorities and teaching unions. This article contributes to an understanding of the social, cultural and political processes that are at play as part of a populist rupture.  相似文献   

9.
This study investigated the use of microblogs to enhance content learning and to foster community between participants in a weekly multidisciplinary graduate seminar on teaching and pedagogy. Data included students’ and instructor’s Twitter posts, an initial reaction paper, and an end-of-semester survey to determine if and how students’ attitudes about using Twitter had changed over the course of the semester. A content analysis of the data indicates that students did use Twitter to connect to the content and to each other. Recommendations are given for both instructors and students interested in using social media to extend the college classroom.  相似文献   

10.
ABSTRACT

Much of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced.  相似文献   

11.
Social media such as Blog, Facebook, Twitter, Youtube and so on are not only use for entertainment and communication, but also plays social and political role on people's daily life. Whether social media enhance democracy or not and how social media impact on journalism and the issues of social media, especially the social networking will be discusses on this article.  相似文献   

12.
Abstract

Teachers in England have always been watched; only more recently have they been surveilled, with senior leaders, peers, students and stakeholders all collecting performance data. Yet surveillance in schools and colleges increasingly relies on watching the self, with teachers voluntarily participating in their own surveillance, making their practice visible for easy consumption by interested parties. This article builds on previous work on the surveillance of teachers to argue that this ‘conspicuous practice’ represents a convergence of surveillance and consumerism, with teachers being recreated as commodities and their own marketing agent, embodying the entrepreneurial self to maximise employability. Through social media such as Twitter and LinkedIn to exploiting open plan learning spaces, teachers engage in conspicuous practice for three main reasons: from fear, to avoid sanction; as a result of acculturation into commodified environments; as a means of routine resistance, employing the dramaturgical self for personal gain, to avoid work or re-appropriate professionalism.  相似文献   

13.
Abstract

This study revisits the Carpenter and Krutka survey of how and why educators use Twitter, through exploring one of Twitter’s oldest education hashtags: #Edchat. From October 1, 2017, to June 5, 2018, more than 1.2 million unique #Edchat tweets were collected from approximately 200,000 different tweeters. Machine coding was used to answer “What types of tweets did users contribute to #Edchat?” and human coding to answer “What purposes are observable in these tweets?” The results showed that #Edchat has been used effectively for exploring ideas but underutilized for sharing emotions—with mixed results for capitalizing on the advantages of Twitter’s online environment. Further research is required to explore combating teacher isolation and experiencing a sense of camaraderie. Taking into account these results, practitioners should be clear regarding their goals for Twitter education hashtag use when considering #Edchat, and researchers studying different education hashtags should keep in mind various tweet types, modes, and purposes. (Keywords: Twitter, hashtag, affinity space, social media, teacher)  相似文献   

14.
Multiliteracies and new literacies pedagogies advocate for expanded ideas of literacy, which focus heavily on the use of digital technologies within the classroom. Yet there is little discussion within the discipline regarding the ethical implications of using social media in teacher education. This is of particular concern given the potential for online spaces to be unsafe. In particular, the social media site Twitter, used and promoted by many educators to collaborate within professional learning networks, is rife with misogyny and racial violence. Through a review of the current literature on social media use in teacher education, and a multi-disciplinary perspective on issues of cyber-violence, I will discuss the ethical implications for teacher educators who want to use Twitter as a pedagogical tool and offer strategies to develop critical social media literacy practices.  相似文献   

15.
ABSTRACT

Many colleges and universities have created college-sponsored communities on Facebook and Twitter as a means to interact, connect, and build community online (Center for Community College Student Engagement, 2009; Wankel & Wankel, 2011). However, the literature provides no clear picture of how community college students use social network sites (SNS) or whether the use of SNS is associated with student outcomes as social integration into the campus environment, institutional commitment, and persistence (Davis, Deil-Amen, Rios-Aguilar, & González Canché, 2012; Junco, 2012). The purpose of this quantitative research investigation was to examine the relationship between Social Networking Site use and social integration, institutional commitment, and persistence among students at a suburban community college. Findings revealed a significant relationship between SNS and social integration and institutional commitment; there was no significant relationship between SNS use and persistence. Recommendations for policy, practice, and future research are offered.  相似文献   

16.
ABSTRACT

This study focuses on how young people read and discuss two political documentary films, Labor Day and Hillary: The Movie. We were specifically interested in the impact of the film viewing and discussion on participants’ beliefs about the issues in the films, how they view evidence and expertise in the films, and how the session impacted their views of documentaries as a source. Groups were designed according to composite political scores and individuals (n?=?30) were selected to form liberal, conservative, and two mixed groups (strong and moderate) for the viewing and discussion. Our analysis illustrates the power of political ideology in shaping how expertise is viewed and how evidence is warranted in film – and the role of social context and peer discussion in this process. Implications for media and democratic education in times of political polarization are discussed.  相似文献   

17.
微博视角下的大学生思想政治教育观   总被引：4，自引：0，他引：4  
微博开启了随时随地记录和交流的媒体时代,深刻地影响和改变着人们的生活和行为方式。当代大学生思维活跃、接受力强,与新媒体的发展天然地结合在一起,高校应因势利导,深刻认识微博对思想政治工作的影响,积极探索利用微博创新大学生思想政治教育的方法,努力开创新形势下大学生思想政治教育的新局面。  相似文献   

18.
ABSTRACT

African higher education has been the site of repeated contestations over identity. Higher education institutions, as spaces made up of individuals claiming a diversity of identities, are susceptible to conflict when identities are influenced by politicians and paramilitary groups seeking to advance their political agendas on campus through the use of ethnic, religious, and nationalist rhetoric. This qualitative case study of a university in Côte d’Ivoire explored how students engaged in violent political student union activities on campus constructed and enacted their identities through the lens of self-authorship. Findings suggest that student identities are context-dependent and change according to the observer; that self-authorship is difficult due to highly politicized external formulas and social structures; and that, without student support services, vulnerable students may succumb to violent identity enactment and discourse mechanisms.  相似文献   

19.
Background: This study explored how Saudi Arabian pre-service science teachers’ (PST) use of social media (SM) creates scientific dialogue.Design and method: Data were collected via (a) in-depth interviews with eight science PSTs completing their practice teaching during a field experience course (2017 academic year at a Saudi Arabia Eastern province university), (b) focus groups with 21 female science students being taught by the PSTs, and (c) an analysis of SM artifacts (i.e. PST’s students’ Tweets and Snapchat comments about their SM-based science homework).Results: Findings from content analyses indicate that the PSTs overwhelmingly perceived SM-based science teaching as providing their students with opportunities to pose critical questions, improve science learning, and engage in scientific dialogue and argumentation. Students welcomed the SM-based science learning, saying it excited them, made them want to learn science and helped with collaborative science learning. The majority (87%) of PST’s students expressed an interest in using SM to engage with science concepts. Also, findings affirmed that social media serve as mediating agents for reaching students in their learning Zone of Proximal Development; that is, SM-scaffolded science learning. The findings are considered in terms of further pre-service science teacher education and Saudi-based educational research.  相似文献   

20.
ABSTRACT

Using cross-sectional data from 504 students from four Kenyan universities, this study evaluates the indirect effect of brand personality on the relationship between social media and students’ behavioral intentions to enroll in postgraduate studies. Additionally, the study examines the moderating effect of attitude on the relationship between social media and brand personality, social media and students’ behavioral intentions, brand personality and students’ behavioral intentions. Finally, it investigates the moderating effect of attitude on the indirect process of brand personality on the relationship between social media and students’ behavioral intentions. The study is guided by the Theory of Planned Behavior, Technology Acceptance Model and Self Congruity Theory. Process Macro is used to analyze data. Results indicate that social media significantly predicts students’ behavioral intentions and this relationship is partially mediated by brand personality. Besides, attitude moderates the relationship between social media and students’ behavioral intentions and also the relationship between brand personality and students’ behavioral intentions. Finally, attitude has a conditional effect on the indirect relationship between social media and student’s behavioral intentions via brand personality and this effect is much stronger with a higher level of attitude. These findings contribute new knowledge to literature and theory.  相似文献   

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