Determining the Views of the Secondary School Science Teachers about the Use of Social Media in Education

Haşıloğlu, Mehmet Akif; Çalhan, Hüseyin Serhan; Ustaoğlu, Mehmet Erkan

doi:10.1007/s10956-020-09820-0

Cited by 21 publications

(16 citation statements)

References 21 publications

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“…In the community, all teachers have equal voices, which is empowering for novice teachers (Vangrieken et al, 2017). Teacher communities can also be sustained and supported by social media, which colleagues can use to share information (Haşiloğlu et al, 2020). Blended communities in which teachers participate in both face-to-face and online communities introduce growth opportunities for their teacher members (Trust & Horrocks, 2017).…”

Section: Mentoring Network: Teachers' Communitiesmentioning

confidence: 99%

Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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The first years of teaching are crucial for novice teachers’ integration into and retainment in the education system. The support they receive from experienced teachers impacts their professional development. Science, technology, engineering, and mathematics (STEM) teachers require specialized support from domain-specific mentors. In this study, we examined how a three-level mentoring support system contributes to STEM novice teachers’ professional growth (PG) and to their mentors. The support system levels are individual mentoring, group mentoring, and mentoring networks. Based on the framework of teachers’ professional development, there are three PG dimensions: personal, professional, and social. Our research goal was to analyze teachers’ professional growth by the various mentoring level and dimension combinations. The study, conducted using a mixed methods approach, included 123 novice and 78 experienced STEM teachers. We examined the novice teachers’ perceptions of their teaching efficacy, the mentoring factors, correlations between the professional growth dimensions, and the contribution of each support level to the growth dimensions. We found that experienced teachers perceive novice teachers’ efficacy as lower than that perceived by the novice teachers. We identified gaps between the mentoring factors described by novice and experienced teachers and a strong correlation between the growth dimensions. All three mentoring support levels facilitate substantive personal, professional, and social growth. Individual mentoring contributes the most to all three growth dimensions, followed by mentoring networks. The contribution of this research is its elucidation of the intertwined support levels, which provide scaffolds for the novice teachers and facilitate the growth of the experienced teachers.

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Section: Mentoring Network: Teachers' Communitiesmentioning

confidence: 99%

Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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“…It is also predicted that it may have been preferred in terms of not restricting teaching only to the classroom, thus expanding the learning paradigm (Su and Cheng 2013). It can be said that the increase in the frequency and duration of social media use ( (Haşiloğlu et al 2020;Perrin 2015;Yılmazsoy et al 2020) is one of the reasons why this type of technology is preferred. However, it is known that social media platforms have different uses with new updates every day.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A thematic review of using digital teaching technologies in Turkish language teaching

Kaldırım

Tavşanlı

2021

Journal of Educational Technology and Online Learning

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Digital teaching technologies Digitalization of educationDigital learning tools Turkish language teaching Thematic review When examining the current thematic analysis studies on digital teaching technologies in learning-teaching processes, three main limitations were encountered. The first of these limitations is that most of the thematic analysis studies dealt with all studies conducted in the literature, regardless of country. The second limitation of the studies conducted in the literature is that the existing thematic analysis are quite old. The last of the limitations is that the thematic analyzes of the studies on the use of digital teaching technologies in language education or teaching-based courses were mostly carried out in the field of foreign language teaching / second language teaching. This research aims to examine the literature on the use of digital teaching technologies in Turkish language teaching studies and to reveal a synthesis of this; get a general idea of the frequency of research in this field; to present the general framework of researches published in different regions, different journals and studied in different universities as thesis and to reveal how various variables (technology type, index of published journals, thesis type, etc.) affect the use of technology in Turkish language teaching studies. The research was designed in the thematic content analysis design, which is a type of content analysis. The general characteristics, reasons, aims, method information, results, and recommendations of the studies examined in this study were presented by analyzing them. The research results revealed that there is still a need for studies on using digital teaching technologies in Turkish language teaching studies. There are almost no studies, especially in some learning areas. Also, it has been concluded that digital teaching technologies are highly effective in learning areas of reading and writing. High socioeconomic levels and female students use technology better in the Turkish language course, and many positive and negative aspects of technology have been discovered for students. Review Article

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“…Las redes sociales son parte del día a día de millones de personas en todo el mundo (We are social, 2020), y su uso se ha estudiado no solamente a nivel interpersonal (Candrasari, 2020), o comunitario (Chan et al, 2020;Haşiloğlu et al, 2020), sino también a nivel empresarial, donde se ha encontrado que tienen un impacto positivo en las relaciones dentro de las empresas, así como en el rendimiento de sus empleados (Chen & Wei, 2020) y la relación con sus clientes, stakeholders y comunidad (Guo et al, 2020;Hila et al, 2020). Por otra parte, también se han estudiado las consecuencias del abuso en el uso de redes sociales (de Pedro & Martín, 2018), así como prácticas poco éticas (Eckert, 2017;Oksanen et al, 2020)…”

Section: Palabras-chaveunclassified

¿Mejora la comunicación con las redes sociales?

Ugalde

2021

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Las redes sociales vistas desde distintos espacios nos indican que más allá de los problemas que se pueden presentar por su mal uso, son más los beneficios que pueden traer a distintos espacios de comunicación, para lo que se deben tener en cuenta ciertos procesos y buenas prácticas. Es preciso que aprendamos a utilizar las redes sociales para beneficio de entornos sociales, comerciales, públicos y privados.

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Determining the Views of the Secondary School Science Teachers about the Use of Social Media in Education

Cited by 21 publications

References 21 publications

Professional Growth of Novice and Experienced STEM Teachers

Professional Growth of Novice and Experienced STEM Teachers

A thematic review of using digital teaching technologies in Turkish language teaching

¿Mejora la comunicación con las redes sociales?

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