A Case Study: The Role of Student-Generated Vidcasts in K–12 Language Learner Academic Language and Content Acquisition

Green, Lucy Santos; Inan, Fethi A.; Maushak, Nancy

doi:10.1080/15391523.2014.888295

Cited by 13 publications

(11 citation statements)

References 32 publications

(41 reference statements)

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“…Worth noting, in most of the studies, creativity was reported from the participants' perspective without a scientific or traditional definition of creativity. For example, in Green, Inan, and Maushak (2014), participants mentioned that they experienced "creative freedom" while creating vidcasts, which was interpreted as social media enhancing creativity by the researchers. In another study, Daud and Khalid (2014) developed a questionnaire where an item related to social media use ("weblogs allow me to express my views freely") had the highest mean (p. 127).…”

Section: Description Of Selected Studiesmentioning

confidence: 99%

“…Educators in the reviewed studies implemented social media in different disciplines to teach a variety of topics that can be categorized as follows: cooking (e.g., Surgenor et al, 2016), design (e.g., Garcia-Garcia et al, 2017, digital literacy (e.g., Frydenberg & Andone, 2016), education (e.g., Kivunja, 2015), English as a foreign language (EFL; e.g., Green et al, 2014), public health (e.g., Crilly & Kayyali, 2020), information systems (e.g., Stolaki & Economides, 2018), international relations (e.g., Meschoulam et al, 2019), language (e.g., Cook et al, 2020), marketing (e.g., Galen & Khodabandehloo, 2016), religion (e.g., Alias et al, 2013), and social studies (e.g., Bull & Adams, 2012). This indicates that social media are versatile and can be applied in different scenarios, especially to create more authentic learning environments, such as when undergraduate students used Twitter as part of a negotiation simulation in which they played the role of a diplomat (e.g., Meschoulam et al, 2019).…”

Section: Disciplines and Topics Taught With Social Mediamentioning

confidence: 99%

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Understanding the Use of Social Media to Foster Student Creativity: A Systematic Literature Review

Vilarinho-Pereira

Koehler

Fleith

2021

Creativity. Theories – Research - Applications

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Social media have been increasingly used by youth to communicate with peers, access information, share creations, and express themselves. As a result, educators and researchers have recognized the potential for using social media to enhance teaching and learning experiences. Some scholars have also identified a relationship between social media integration and promoting student creativity. However, as with any educational technology, using a tool, such as social media, does not automatically increase creativity. In other words, the specific methods used to integrate social media as part of a learning experience affect the tool’s influence on the learning process. Therefore, the purpose of this study was to review literature considering the use of social media in formal learning environments and examine their relationship with enhancing student creativity. We conducted a search to locate empirical studies (qualitative, quantitative, or mixed method) published between 2010 and 2020 from the Academic Search Premier, Education Full Text, Education Source, ERIC, and PsychINFO databases. In the results, we describe how social media were used for instructional purposes in the selected studies and discuss the social media affordances that lead to fostering students’ creativity. Additionally, we provide recommendations for educators interested in integrating social media into their teaching practice, specifically to boost student creativity, and we offer suggestions for future research.

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Section: Description Of Selected Studiesmentioning

confidence: 99%

Section: Disciplines and Topics Taught With Social Mediamentioning

confidence: 99%

Understanding the Use of Social Media to Foster Student Creativity: A Systematic Literature Review

Vilarinho-Pereira

Koehler

Fleith

2021

Creativity. Theories – Research - Applications

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“…Teachers sometimes design digital-story assignments for English-as-a-second-language (ESL) classes and immigrant students (Angay-Crowder, Choi, & Yi, 2013;Emert, 2014;Green, Inan, & Maushak, 2014;Honeyford, 2013). Prior research has documented how student-driven digital-story projects can be effective and engaging for English language learners.…”

Section: Teaching Mental Health Through Digital Storytellingmentioning

confidence: 99%

“…Prior research has documented how student-driven digital-story projects can be effective and engaging for English language learners. Green et al (2014), for example, documented how the integration of student-generated videos into ESL classrooms can encourage language production. Skinner and Hagood (2008) described a digitalstory project that allows students to explore, express, and reflect on the evolution of their sociocultural identities and individual lives.…”

Section: Teaching Mental Health Through Digital Storytellingmentioning

confidence: 99%

“Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders

Kim

Jia²

2020

JCSR

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Digital storytelling is a short form of multimedia production that can foster digital literacy and facilitate subject matter learning. This study describes how middle school students learned about mental health by composing digital stories, showing how this also influenced their attitudes toward mental health in their own lives. Using a qualitative multiple-case method, we explored three immigrant students’ digital storytelling in a psychology class. We use a visual grammar derived from systemic functional linguistics to analyze their digital stories, examining representational, relational, configurational, and social functions. Our analysis shows how students chose design elements to reflect their learning about and reactions to mental illness. We analyze how students projected relationships with the audience and how these projected relationships both reflected and influenced their learning and personal development. We conclude that digital storytelling can be an excellent pedagogical tool that allows students to engage both in subject matter learning and self-reflection.

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“…The use of Web 2.0 tools can provide needed support and practice for English students (Gustad, 2014;Larabee et al, 2014;Liu et al, 2014). Web 2.0 technology integration in language teaching is known to improve academic language acquisition (Green et al, 2014;Gustad, 2014). Research on Web 2.0 technology integration has indicated improvements in student learning with the use of Web 2.0 tools (Larabee et al, 2014).…”

Section: Problem Statementmentioning

confidence: 99%

English Literature Instructors’ Beliefs and Actual Practices of Integrating Web Applications in Ha’il University

Elgoudman

Yunus

2019

IJHPL

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This study purports to explore differences and similarities between literature instructors’ beliefs and actual practices of integrating Web applications in literature courses in Ha'il University. This study was designed as a descriptive case-study triangulating several data collection methods such as semi-structured interviews and observation. The data of the interviews and observation were analysed in themes. The results showed that a majority of instructors’ beliefs aligned well with their practices about integrating Web applications with teaching literature while one participant’s beliefs conflicted with her teaching practices. Result also supported the argument that instructor belief plays an important role in instructional decision making in the teaching practice while sometimes differed with their classroom practice. Results also revealed that the actual Web applications usage found in the four cases demonstrated positive result for the integration of Web applications. This provides evidence to support previous research results about the benefits that Web applications have in possibly connecting informal learning to the formal learning environment. On the other hand, although four individual instructors’ actual use of Web applications differed from case to case, they all believed that there were many benefits as well as challenges when integrating Web applications in literature courses. Furthermore, the results demonstrated an increasing usage trend among the four individual participants based on the estimated percentage of Web applications usage in their literature courses. Nonetheless, four participants in this study seemed to only bring out a few aspects of Web applications’ potential. To make the best of Web applications, more research is needed in identifying best practices of various Web applications in teaching literature and explaining complicated instructors' beliefs about the effectiveness of Web applications in teaching literature.

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A Case Study: The Role of Student-Generated Vidcasts in K–12 Language Learner Academic Language and Content Acquisition

Cited by 13 publications

References 32 publications

Understanding the Use of Social Media to Foster Student Creativity: A Systematic Literature Review

Understanding the Use of Social Media to Foster Student Creativity: A Systematic Literature Review

“Ever wondered what schizophrenia was?”: Students’ digital storytelling about mental disorders

English Literature Instructors’ Beliefs and Actual Practices of Integrating Web Applications in Ha’il University

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