Mobile instant messaging for professional learning: Educators' perspectives on and uses of Voxer

Carpenter, Jeffrey P.; Green, Tim D.

doi:10.1016/j.tate.2017.08.008

Cited by 61 publications

(36 citation statements)

References 69 publications

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“…Previous studies also investigated teachers' perceptions of MIM as an avenue for professional development. For example, Carpenter and Green (2017) surveyed 240 educators about using Voxer for professional development communication and resource sharing. The results indicated 96% of the participants appreciated the expanded professional networks, and 86% rated the Voxer-facilitated content as high quality (Carpenter & Green, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective

Tang

Hew

2019

AJET

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This study examined the usefulness of a mobile instant messaging (MIM) tool to support teaching and learning. Taking a usefulness theoretical perspective, we examined in detail the utility and usability of using WeChat in a postgraduate-level course. Multiple types of data were collected and analysed, including MIM interaction records, questionnaire surveys and semi-structured interviews. The results show that, overall, MIM can be utilised in a variety of ways to support teaching and learning. These include promoting transmissive, demonstrative, dialogic, journaling, helpline and notebook activities. We also found MIM to be particularly suitable for promoting affective social presence (expression of emotions, self-disclosure) and cohesive social presence (phatics, vocative). Four specific technological attributes of MIM that facilitated information sharing among students were reported. Implications for practice and research, including challenges and possible solutions, are proposed, followed by a discussion of the study’s limitations and suggestions for future research.

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Section: Literature Reviewmentioning

confidence: 99%

Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective

Tang

Hew

2019

AJET

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“…Historically, constraints of time and place have affected the kinds of learning activities students experience in their schools. However, new possibilities have emerged as Web 2.0 technologies have lessened temporal and geographic obstacles (Carpenter & Krutka, 2014;Carpenter & Green, 2017;Greenhow & Gleason, 2012;Krutka & Carpenter, 2016b). Students need not travel abroad to engage in meaningful cross-cultural transactional experiences (e.g., Leask, 2004;Lindsay & Davis, 2013).…”

Section: Technology's Roles In Education For Global Readinessmentioning

confidence: 99%

Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Carpenter

Justice

2018

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Technology can create new opportunities for learning with and from people of other cultures, not just about them. The Global Read Aloud (GRA) offers an example of such learning possibilities. The GRA is a project that connects classrooms via digital technologies to discuss common texts. This research explored the pedagogical opportunities and challenges associated with using technology to teach for global readiness in the GRA. Although technology broadened how and with whom GRA students read and discussed literature, the depth and quality of technology-facilitated teaching specifically for global readiness was somewhat unclear. We discuss implications for teaching for global readiness.

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“…La investigación sobre este tema en el contexto universitario ha recogido numerosas intervenciones que fomentan el uso de las nuevas formas de escritura digital como una oportunidad en la formación de docentes (Risser, 2013;Carpenter y Krutka, 2015;Carpenter y Green, 2017, Monroy, et al, 2018. En el ámbito de la Didáctica de lenguas resulta imprescindible integrar las nuevas tendencias y formas de comunicación multimodales en el aula, más aún cuando constituye, con un amplio margen, el medio de comunicación escrita más frecuente.…”

Section: Introductionunclassified

Textismos y ortografía. Percepción de los profesores en formación de la Generación Z

2020

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Bajo la hipótesis de que los hablantes jóvenes son más tolerantes hacia los textismos y su inclusión en el aula, se analiza la percepción de la influencia de los textismos en la ortografía de una muestra de 264 profesores en formación pertenecientes a la Generación Z, alfabetizados en un entorno de escritura digital. Los resultados indican que, aunque los participantes consideran que los textismos se deben incluir en el aula como recurso didáctico, simultáneamente piensan que son perjudiciales para la ortografía y los deben corregir. Los resultados del estudio muestran también que la percepción de los participantes varía según las diferentes categorías de textismos. Los valores normativos de los grafemas en la escritura culta se consideran más dañinos para la ortografía. Sin embargo, los elementos multimodales y los que no alteran la relación entre fonemas y grafemas gozan de una mayor tolerancia. Se concluye que desde la universidad se debe dotar a los profesores en formación de las competencias necesarias para que sean capaces de superar los prejuicios asociados a los textismos e incorporarlos a su práctica docente.

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Mobile instant messaging for professional learning: Educators' perspectives on and uses of Voxer

Cited by 61 publications

References 69 publications

Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective

Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective

Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Textismos y ortografía. Percepción de los profesores en formación de la Generación Z

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