Interdisciplinary Literacy Through Social Media in the Mathematics Classroom: An Action Research Study

Casey, Gail

doi:10.1002/jaal.216

Cited by 16 publications

(12 citation statements)

References 18 publications

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“…These social tools and activities helped to incorporate, into the classroom, a range of online interactions from the students' out-of-school lives. These types of activities support many new literacy practices becoming part of classroom projects (Casey, 2013a(Casey, , 2013b. These concepts involve critical and imaginative thinking within a social and active environment (see, for example, Alvarez, 2001;Fletcher, 2007;Glover & Oliver, 2008;Hahn, 2008).…”

Section: Potential To Remix -Peer-to-peer Learning Peer-feedback Andmentioning

confidence: 99%

Remixing to design learning: social media and peer-to-peer interaction

Casey

Wells

2015

JLD

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Section: Potential To Remix -Peer-to-peer Learning Peer-feedback Andmentioning

confidence: 99%

Remixing to design learning: social media and peer-to-peer interaction

Casey

Wells

2015

JLD

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“…As a video resource, YouTube facilitates education especially in fields such as music education and psychomotor skills instruction . Apart from these three dominant SNSs, others such as Bebo (Dowdall, 2009), Ning (Casey, 2013) and Edmodo (Krutka, Bergman, Flores, Mason, & Jack, 2014) are used in education and have shown productive results.…”

Section: Snss In Educationmentioning

confidence: 99%

What do students think about SNS in education? University students’ perceptions, expectations and concerns regarding educational uses of SNS

Akçayır

2017

AJET

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Social network sites (SNSs) have become a popular technology in recent years and are currently used in educational environments. Although SNSs have attracted much scholarly attention, students' experiences with and expectations about SNS uses in education have not been deeply explored. This study investigates educational uses of SNSs by analysing university students' perceptions, experiences, expectations and concerns. A mixed method approach was used. The participants were 206 Turkish university students aged 18-28. As a quantitative data collection tool, Lim and Richardson's (2016) social networking use survey was employed. To better understand the students' perceptions, expectations and concerns about using SNSs for educational purposes, face-to-face semi-structured interviews were conducted with 58 participants. The results of the study reveal that the students actively used SNSs for different purposes. The participants also exhibited positive perceptions of SNS use for educational purposes. Among the biggest expectations is that instructors would share materials using SNSs. When the students' general expectations were examined, notably different results were obtained. The greatest concern of the students was that their personal posts could be seen by their instructors.

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“…The authors took a socio-constructivist learning approach (Casey, 2013;Casey & Davidson-Shivers, 2014;McLoughlin & Lee, 2008) that can facilitate greater learning autonomy, agency and personalization. However, like Ghislandi and Raffaghelli (2015), we found that the availability of technological tools, as demonstrated in the adoption of educational technologies, does not necessarily translate to immediate pedagogical innovation, effectiveness or quality.…”

Section: Pedagogy Of Ict Outreach 1493mentioning

confidence: 99%

A pedagogy for outreach activities in ICT: Promoting peer to peer learning, creativity and experimentation

Lang

Craig²,

Casey³

2016

Brit J Educational Tech

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The importance of integrating technology into the classroom has become a priority at most levels of the curriculum in many countries around the world. This paper draws on the evaluation and research that informed four outreach programs. The authors acknowledge that teachers are generally time poor and often have limited information and communication technology (ICT) skills and confidence, while students have skills and knowledge in ICT that often go untapped in the classroom. They present a curriculum that promoted peer to peer learning and support for teachers. This is a model of pedagogy for outreach that promotes a community of learners between ICT teachers, generalist teachers and preservice teachers while promoting socio‐cultural student led learning practices in the classroom.

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Interdisciplinary Literacy Through Social Media in the Mathematics Classroom: An Action Research Study

Cited by 16 publications

References 18 publications

Remixing to design learning: social media and peer-to-peer interaction

Remixing to design learning: social media and peer-to-peer interaction

What do students think about SNS in education? University students’ perceptions, expectations and concerns regarding educational uses of SNS

A pedagogy for outreach activities in ICT: Promoting peer to peer learning, creativity and experimentation

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