Öğretmen-Aile İletişiminde WhatsApp Uygulamasının Kullanımı

Balci, Aslı; Şahin, Fatma Tezel

doi:10.17152/gefad.395223

Cited by 9 publications

(6 citation statements)

References 15 publications

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“…According to another result of the study, groups are mostly used to send announcements, homework, homework checks, course materials, video URLs, reminders, and online lesson URLs and passwords. Avcı (2020); Balcı and Tezel-Şahin (2018), Duru and Çöğmen (2017), Tuncer (2021), and Wasserman and Zwebner (2017) have also reached consistent results. However, the use of parent groups to send online lesson URLs and passwords, which are not included in these studies, is an understandable situation since the lessons are instructed online during the pandemic.…”

Section: Discussionmentioning

confidence: 56%

“…Researchers state that new technologies provide communication between parents and teachers and this will continue increasingly in the future. (Avcı, 2020;Balcı & Tezel-Şahin, 2018;Wasserman & Zwebner, 2017). With the help of instant messaging applications such as WhatsApp, Telegram, and Bip, uninterrupted and fast communication can be achieved (Shechtman & Boucherian, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Since instant messaging applications allow direct messaging anytime and anywhere, using these applications significantly increases mutual accessibility between parents and teachers (Ayçiçek, 2019;Shechtman & Boucherian, 2015). In the literature (Avcı, 2020;Balcı & Tezel-Şahin, 2018;Sanders, 2016;Wasserman & Zwebner, 2017), it is possible to find many studies examining the intended use of instant messaging applications in terms of teachers. However, studies examining the opinions of families, which is another side of the use of instant messaging applications, are less common (Tuncer, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Parent Groups Established with Instant Messaging Applications for Math Lessons During Covid-19: Parents' Opinions

KUCUKGENCAY¹,

PEKER²

2022

EPESS

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It is known that communication between parents and instructors has decreased significantly due to the lockdowns and distance education implemented due to Covid19. This shortcoming is being attempted to be remedied via instant messaging applications. Therefore, the purpose of this study is to learn what parents' opinions are of parent groups that math teachers have created using online instant messaging applications like WhatsApp, Bip, Telegram, etc. during the Covid-19 pandemic. Semi-structured interviews were used to collect data for the study, which was planned as a case study, and content analysis was used to analyze the data. Five male and five female parents of secondary school-aged children make up the study group, they were chosen using the criteria sampling method. The parent groups created using instant messaging applications are commonly used for announcements, homework, homework controls, the distribution of course materials, video URLs, reminders, and the delivery of lesson URLs and passwords for online courses. Students in certain groups also sent mathematics questions to the parent groups, where the problems were answered by the students' teachers. Although it is clear that these groups are helpful for parents in general, there are some drawbacks, including teachers' loss of interest in the groups towards the end of the school year, concerns about security of personal information, late-night messages, and unnecessary talks.

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Section: Discussionmentioning

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Parent Groups Established with Instant Messaging Applications for Math Lessons During Covid-19: Parents' Opinions

KUCUKGENCAY¹,

PEKER²

2022

EPESS

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“…In the research conducted by Çelenk (2003) on the role of families on student's school achievement, it was concluded that the school achievement of the children of parents who meet with the school on a common program and regularly communicate and support their children in line with this common understanding was higher. According to Balcı and Tezel Şahin (2018) Whatsapp groups can be used for teacher-family interaction and communication, providing great convenience to teachers in communicating quickly and easily and informing parents collectively. Ocak (2019) also concluded that WhatsApp parent groups can be an effective tool for parents in primary schools if they are managed effectively by reaching a consensus on group rules when schools cannot meet the needs of parents.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Sosyal Bilgiler Öğretmen Adaylarının Mobil Anlık Mesajlaşma Servisi Kullanımının Teknoloji Kabul Modeli Çerçevesinde İncelenmesi: WhatsApp Örneği

Akgün

2021

Uluslararası Alan Eğitimi Dergisi

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ARTICLE INFOThe aim of this study is to examine the acceptance of Social Studies teacher candidates for using short message services in education within the framework of the Technology Acceptance Model with the example of WhatsApp. The research was carried out in the case study model, one of the qualitative research methods, and the use of WhatsApp for educational purposes by Social Studies teacher candidates was evaluated with the findings obtained from the data collected from 30 pre-service teachers with an open-ended interview form created within the framework of the Technology Acceptance Model. The data were analyzed and interpreted using descriptive and content analyses. It was discovered that social studies teacher candidates used WhatsApp mostly for sharing about courses, chatting, sharing photos and videos, voice and video calls, and status updates/following people, and that their educational purposes were sharing information/announcements, talking about assignments, collaboration, exchanging ideas, and communication. It was observed that social studies teacher candidates found the use of whatsapp for educational purposes useful in terms of sharing information, exchanging news on developments related to courses, saving time, increasing communication and cooperation, creating group awareness, and exchanging ideas. The participants stated that the WhatsApp application was preferred in terms of economy, prevalence, functionality, and performance and that they would use it for educational purposes in their future professional lives, to establish teacherstudent interaction, teacher-parent interaction, and student-student interaction.

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“…Buna göre Whatsapp'ın, öğretmen grubunun mesleki gelişim açısından alan bilgisi, pedagojik içerik bilgisi, okul içi öğretim uygulamaları ve öğretmenler arasında duygusal desteğin sağlanmasında etkili olduğunu belirlemiştir. Balcı ve Şahin (2018), Whatsapp gruplarının öğretmen-aile iletişiminde kullanılabilir bir araç olduğunu, özellikle hızlı ve kolay iletişim kurma ve aileleri topluca bilgilendirme konusunda öğretmenlere kolaylık sağladığını belirlemişlerdir.…”

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Lise Öğrencilerinin Sosyal Ağları Kullanma Sıklığına Göre Sosyal Ağları Eğitim Amaçlı Kullanmaya Yönelik Tutumlarının İncelenmesi

Kesici

2019

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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ÖZETSosyal ağların eğitim amaçlı kullanımını inceleyen bu çalışmanın iki amacı vardır. Bu amaçlardan ilki, öğrencilerin sosyal ağları eğitim amaçlı kullanmaya yönelik tutumlarını belirlemede kullanılacak bir ölçek geliştirmektir. Diğer amacı ise sosyal ağları kullanma sıklığına göre lise öğrencilerinin sosyal ağları eğitim amaçlı kullanmaya yönelik tutumlarını (SAEAKYT) karşılaştırmaktır. Öğrencilerin sosyal ağları kullanma sıklığına göre SAEAKYT'ları genel tarama yöntemi ile incelenmiştir. Araştırmaya 2017-2018 Eğitim-Öğretim yılında Siirt'te 3 farklı okul türünde okuyan 352 öğrenci katılmış ve 21 maddelik 5'li Likert tipinde bir ölçek geliştirilmiştir. Ölçek; davranış boyutu, bilgi boyutu ve duygu boyutu olarak adlandırılan 3 alt boyuttan oluşmaktadır. Varyansın yaklaşık %58'ini açıklayan ölçeğin Cronbach Alpha katsayısı .93 olarak hesaplanmıştır. Doğrulayıcı faktör analizi sonucu elde edilen uyum indeksleri kabul edilebilir sınırlardadır. Araştırmada, öğrencilerin SAEAKYT puanlarının Youtube'u daha sık kullananların lehine anlamlı olarak farklılaştığı belirlenmiştir. Facebook, Twitter, Instagram ve Whatsapp kullanma sıklığına göre SAEAKYT puan ortalamaları arasında ise anlamlı bir farklılık bulunmamıştır.Anahtar Kelimeler: Sosyal ağlar, tutum, sosyal ağların eğitimde kullanımı. ABSTRACTExamining the educational use of social networks, this study has two aims. First, the study aims to develop a scale for identifying students' attitudes towards the educational use of social networks. It also aims to compare students' attitude towards the educational use of social networks (ATEUSN) based on the frequency of the use of most widely used social networks among high school students. The students' ATEUSN based on the frequency of use of certain social networks was assessed through general survey method. 352 students from 3 different schools in Siirt during the 2017-2018 academic year participated in the study and a 5-point Likert type scale with 21 items was developed. The scale consists of 3 sub-dimensions, namely behaviour dimension, knowledge dimension and emotion dimension, and explains 58% of the variance. Cronbach Alpha coefficient of the scale was found as .93. Compliance indices obtained as result of confirmatory factor analysis were within acceptable limits. Based on the usage frequency of the social networking site YouTube, the study found that average ATEUSN scores of the students significantly differ in favour of the students with higher usage rates. However, there was no significant difference between average ATEUSN scores based on the usage frequency of Facebook, Twitter, Instagram and WhatsApp.

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Öğretmen-Aile İletişiminde WhatsApp Uygulamasının Kullanımı

Cited by 9 publications

References 15 publications

Parent Groups Established with Instant Messaging Applications for Math Lessons During Covid-19: Parents' Opinions

Parent Groups Established with Instant Messaging Applications for Math Lessons During Covid-19: Parents' Opinions

Sosyal Bilgiler Öğretmen Adaylarının Mobil Anlık Mesajlaşma Servisi Kullanımının Teknoloji Kabul Modeli Çerçevesinde İncelenmesi: WhatsApp Örneği

Lise Öğrencilerinin Sosyal Ağları Kullanma Sıklığına Göre Sosyal Ağları Eğitim Amaçlı Kullanmaya Yönelik Tutumlarının İncelenmesi

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