Reclaiming the students – coping with social media in 1:1 schools

Andersson, Annika; Hatakka, Mathias; Grönlund, Åke; Wiklund, Matilda

doi:10.1080/17439884.2012.756518

Cited by 55 publications

(39 citation statements)

References 14 publications

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“…Given the widespread popularity of ubiquitous SNTs (Brenner, 2012), many teachers and instructors have come to use these platforms to communicate with their students. SNT-based teacher-student communication complements and sometimes even replaces more traditional communication channels, such as faceto-face, email or school-supported learning management systems (LMSs) (e.g., Andersson, Hatakka, Grönlund, & Wiklund, 2014;Asterhan & Rosenberg, 2015;Mazer, Murphy, & Simonds, 2007;Schwarz & Caduri, 2016).…”

Section: Introductionmentioning

confidence: 99%

“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: Introductionmentioning

confidence: 99%

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

Rosenberg

Asterhan

2018

JITE:Research

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“…The student survey was designed in two different ways in order to allow for age differences. One student survey was distributed to compulsory school students (ages 10-15) and one to upper secondary level schools (ages [16][17][18]. 18 schools participated and altogether 2523 students responded to the survey.…”

Section: Methodsmentioning

confidence: 99%

“…Commonly mentioned positive impacts on students are increased "engagement and motivation" [9], [10], "quality of academic work and achievement" [11], [12] and "independent learning" [9], [13], [14]. On the other hand, distractions [15]- [17], insignificance to academic achievement [18], [19], psychological as well as physical strains [20], [21], and over-dependency on computers [22], [23] are some of major negative impacts.…”

Section: Introductionmentioning

confidence: 99%

Investigating Choices of Appropriate Devices for One-to-One Computing Initiatives in Schools Worldwide

Islam¹,

Andersson²

2016

IJIET

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Abstract-The use of technology in schools is rapidly increasing -today most notably through the one-to-one (1:1) programs that are being implemented all around the world. Considering how new technologies are emerging fast and obsoleting others in schools, there is a need to continuously monitor and understand the features of various devices in terms of embedded technology and interaction with users. This paper therefore presents the nature of computing devices used in 1:1 computing programs in schools around the world, including investigating the benefits and drawbacks, by means of a systematic literature review and a survey conducted in some schools in Sweden. The paper also presents findings based on how the various uses of technology affect cooperation practices as well as personal exploration.Index Terms-One-to-one computing, computer integration, constructionist learning, one laptop per child, 21st century skills.

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“…Thus, it is interesting to examine how reading activities evolve in 1:1 classrooms related to the use of digital technologies and teachers' instructions in order to rethink familiar perspectives on classroom learning and prepare students for their future in literacy (cf. Andersson et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Implementations are in some cases preceded with some professional development but they rarely include surveys of teachers' or students' prior digital literacy skills. In some cases mappings of such kind are rather performed in a later phase post implementation, e.g., in the evaluation processes (Andersson, Hatakka, Grönlund, & Wiklund, 2014).…”

Section: Introductionmentioning

confidence: 99%

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Molin

Lantz-Andersson

2016

JITE:Research

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Since reading and writing digitally demand partially different competencies, there is a change in some of the premises of related educational practices. This study aims to contribute to the knowledge of educational reading practices by scrutinizing how literacy events evolve in a digital classroom where each student has a personal digital device (1:1), iPads in this study. Our study is grounded in sociocultural theories of learning and focuses on the structuring resources utilized by students, namely the notion of multiple ongoing activities and the ways in which specific resources take precedence in shaping these activities. One class of 13-14 year-old students was studied for a week across several subjects through video-recordings and observations. The findings imply that the students moved among vast array of reading practices. However, the main structuring resource is a strong focus on task-solving and the practice of schooling, which mainly builds on principles emanating from traditional text. It is only occasionally that structuring resources that also include the opportunities associated with digital technology are utilized. This indicates the importance of further studies on how educational practices could be organized to scaffold the basis of traditional reading comprehension as well as other approaches required in digital environments.

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Reclaiming the students – coping with social media in 1:1 schools

Cited by 55 publications

References 14 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

Investigating Choices of Appropriate Devices for One-to-One Computing Initiatives in Schools Worldwide

Significant Structuring Resources in the Reading Practices of a Digital Classroom

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