A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war

Rosenberg, Hananel; Ophir, Yaakov; Asterhan, Christa S. C.

doi:10.1016/j.tate.2018.03.011

Cited by 22 publications

(26 citation statements)

References 24 publications

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“…Whereas in some aspects the student perspectives documented here align quite well with teacher perspectives documented in previous research (e.g., Bouhnik & Deshen, 2014;Rosenberg et al, 2018), there are also significant differences between their viewpoints. Findings from teacher, as well as student data, indicate that teacher-student WhatsApp communication is primarily used for organizational purposes, such as allowing students to receive updates, to manage their school-related activities and to support their after-school learning activities (e.g., homework activities).…”

Section: Teacher and Student Perspectives On Whatsapp Classroom Commusupporting

confidence: 87%

“…The present work continues a recent line of research that aims to document the ways in which secondary school teachers and their adolescent students have adopted and use ubiquitous SNTs for school-related purposes in their everyday activities spontaneously, that is: without any intervention, encouragement or support from educational researchers (e.g., Asterhan & Bouton, 2017;Ophir, Rosenberg, Asterhan, & Schwarz, 2016;Rosenberg, Ophir, & Asterhan, 2018;Schwarz & Caduri, 2016). Previous studies reported that, in spite of official, local policies forbidding teachers to interact with their students through social network technologies, many teachers use Facebook as a tool for establishing and maintaining contact with their students (Asterhan & Rosenberg, 2015;Forkosh-Baruch, Hershkovitz, & Ang, 2015;Hershkovitz & Forkosh-Baruch, 2013).…”

Section: Teacher-student Social Network Technologies Interactionmentioning

confidence: 80%

“…As aforementioned, recent study findings indicate that (at least some) teachers take part in secondary school students' WhatsApp communication (Bouhnik & Deshen, 2014;Ophir et al, 2016;Rosenberg, 2016;Rosenberg et al, 2018). However, most of the studies that deal with students-teachers interaction through WhatsApp, focus mostly on college students' settings (e.g., Amry, 2014;Hrastinski, Edman, Andersson, Kawnine, & Soames, 2014;Tawiah, Nondzor, & Alhaji, 2014).…”

Section: Whatsapp In Secondary Education Classroomsmentioning

confidence: 99%

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“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

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Section: Teacher and Student Perspectives On Whatsapp Classroom Commusupporting

confidence: 87%

Section: Teacher-student Social Network Technologies Interactionmentioning

confidence: 80%

Section: Whatsapp In Secondary Education Classroomsmentioning

confidence: 99%

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“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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“…In other words, promoting teacher support as a way to build up resilience could help to improve adolescent mental well-being. According to previous studies (Liebenberg et al, 2016;Rosenberg et al, 2018), teachers can encourage adolescents to build resilience by establishing good quality teacher-student interactions and relationships. Adolescents with a high level of resilience are more likely to have confidence in dealing with adversity and challenges, and to be able to cope with difficulties; they tend to evaluate the self-perception of mental wellbeing with a positive attitude.…”

Section: Discussionmentioning

confidence: 99%

“…Research on teacher support has identified resilience as a potential mediator in the association between teacher support and adolescent mental well-being. Some studies have consistently found that good teacher-student relationships and communication can improve resilience (Morrison and Allen, 2007;Rosenberg et al, 2018). Resilience has also been identified as a protective factor against mental health issues, with one study reporting a correlation between resilience and mental health (Wilson and Saklofske, 2017;Wu et al, 2018).…”

Section: The Mediating Role Of Resilience In the Relationship Betweenmentioning

confidence: 99%

Teacher Support and Mental Well-Being in Chinese Adolescents: The Mediating Role of Negative Emotions and Resilience

et al. 2020

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Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

et al. 2023

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Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735 K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations. Overall, our findings highlight the crucial-albeit not surprising-role of experience in teaching with technology as an important factor that promotes sense of success and self-efficacy. Going beyond this factor, we emphasize that emotional difficulties in times of emergency may serve as an important risk factor, and that taking a leading role in school may serve as an important protective factor. We also found an advantage to STEM and Language teachers, compared with Social Sciences and Humanities teachers. Following our findings, we conclude with a set of recommendations that could enhance school-based teaching and learning at large.

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A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war

Cited by 22 publications

References 24 publications

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Teacher Support and Mental Well-Being in Chinese Adolescents: The Mediating Role of Negative Emotions and Resilience

Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

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