In this study, we examined a mathematics teacher’s communicative acts on an instant messaging tool, WhatsApp, and its role in creating a sustained learning environment between secondary-school students and a teacher in Turkey. The interactions of a mathematics teacher and his students ( n = 38) over two years were explored. The WhatsApp group increased interaction in out-of-school hours. Analysis of the teacher’s communicative acts was the leading force that encouraged the group to continue to interact. The teacher portrayed an informal and sincere presentation of himself on social media. A constructive communication style between teacher and students was fostered by connecting through WhatsApp in out-of-school hours, when the teacher’s informal communicative acts have facilitated their learning.
This research explores the use of touchscreen devices with children with special educational needs and disabilities (SEND) regarding their engagement with schoolwork. The participant children’s attention, interaction and success with tablet computers and traditional materials were evaluated to fulfil the research aims. The study was conducted in a special needs education institution in Turkey. Video recording and observation were used to collect data. Seven students with different special needs participated in this study. Four sessions were held with each child; two sessions were held with traditional materials, and the other two sessions were held with the touchscreen device. Paired Sample T-Test was used to assess children’s attention and interaction time within two different conditions. Wilcoxon Test was used to analyse the success of children. The results show that the participants’ attention time was longer with the touchscreen device. Children’s interaction time and their success with the device were related to the mobile application. Observation data indicated that not all aspects of the applications were suitable for the students, which negatively affected their learning experience. This study concludes that although an increase of interest in introducing a new tool might have a primary role in the participants’ engagement, digital mobile devices could become indispensable for children with SEND. Therefore, more efforts should be canalised into developing mobile software that is carefully tailored for specific disabilities and individual needs. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0729/a.php" alt="Hit counter" /></p>
This qualitative case study explores the use of teacher-generated videos uploaded on YouTube and their influences on teacher-middle school students’ relationships in social science classes in Istanbul, Turkey. The teacher has prepared twelve videos for eighty students in four different classrooms for three months. The videos’ content and language were analysed using inductive thematic analysis. Interviews were held with the teacher and ten randomly chosen students. The data generated through the interviews were analysed using inductive thematic analysis by two Turkish-English speaking researchers. The video content analysis revealed that media richness, manipulation of self, and informality had played a central role in student engagement and their attitude towards the teacher and the lessons. The language used in the videos had a conversational tone, including humour and prompts, which attracted the students’ attention and created a sense of community. The nature of teacher-generated videos achieved parental engagement and a sense of pride and positively impacted the classroom climate.
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