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Secondary Teachers' Perception of So...

Carter, Darwin E.

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Secondary Teachers' Perception of Social Media in the Classroom: An Exploratory Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Secondary Teachers' Perception of Social Media in the Classroom: An Exploratory Study./
Author:	Carter, Darwin E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	102 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10981316
ISBN:	9780438705838

Secondary Teachers' Perception of Social Media in the Classroom: An Exploratory Study.
Carter, Darwin E.

Secondary Teachers' Perception of Social Media in the Classroom: An Exploratory Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 102 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ph.D.)--Northcentral University, 2018.

This item must not be sold to any third party vendors.

The use of social media for different purposes is increasing exponentially in countries throughout the world. Some of the popular social media platforms include Facebook, Twitter, Instagram, YouTube and Google Plus-these are being by users on mobile devices in the form of installed applications or "apps". The increasing popularity of these platforms and the tools included in them has led to many teachers using them for educational purposes. Usage of social networking sites (SNSs) apparently has some advantages such as peer-to-peer asynchronous learning, and ability of the student to learn in her own time and pace. However, the use of these platforms for educational purposes have had mixed results so far. Some studies have indicated greater engagement between students and teachers, while others report that there are no beneficial student outcomes as a result of such usage. In addition there seems to be insufficient data on the outcome of using SNSs for educational purposes. In order to address this problem, and to better understand the issues involved, a study was conducted into teachers' perspectives on the educational use of these platforms, strategies employed for such usage, and the extent to which teachers are comfortable using these platforms and tools in an interactive and collaborative manner with their students. An exploratory research design was adopted for the purpose. Results indicate that teachers have a positive attitude towards the use of SNSs as educational tools and they are aware of its potential to change the manner in which education is imparted if it is carefully adopted. This study recommends that teachers be provided training in content-specific methods and instructional technology courses that also include models of technology integration in order to improve educational outcomes.

ISBN: 9780438705838Subjects--Topical Terms:

529436
Educational leadership.

Secondary Teachers' Perception of Social Media in the Classroom: An Exploratory Study.
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520 $a The use of social media for different purposes is increasing exponentially in countries throughout the world. Some of the popular social media platforms include Facebook, Twitter, Instagram, YouTube and Google Plus-these are being by users on mobile devices in the form of installed applications or "apps". The increasing popularity of these platforms and the tools included in them has led to many teachers using them for educational purposes. Usage of social networking sites (SNSs) apparently has some advantages such as peer-to-peer asynchronous learning, and ability of the student to learn in her own time and pace. However, the use of these platforms for educational purposes have had mixed results so far. Some studies have indicated greater engagement between students and teachers, while others report that there are no beneficial student outcomes as a result of such usage. In addition there seems to be insufficient data on the outcome of using SNSs for educational purposes. In order to address this problem, and to better understand the issues involved, a study was conducted into teachers' perspectives on the educational use of these platforms, strategies employed for such usage, and the extent to which teachers are comfortable using these platforms and tools in an interactive and collaborative manner with their students. An exploratory research design was adopted for the purpose. Results indicate that teachers have a positive attitude towards the use of SNSs as educational tools and they are aware of its potential to change the manner in which education is imparted if it is carefully adopted. This study recommends that teachers be provided training in content-specific methods and instructional technology courses that also include models of technology integration in order to improve educational outcomes.
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