Araştırma Makalesi
BibTex RIS Kaynak Göster

Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool

Yıl 2019, Cilt: 4 Sayı: 1, 33 - 43, 01.01.2019
https://doi.org/10.24331/ijere.467466

Öz

Facebook use between students and teachers is almost ubiquitous and its use for formal academic and educational goals remains contested. Through a quantitative method of research, adopting the online questionnaires as well as paper based ones as tools and the survey as an instrument, this study tries to monitor the use of Facebook as a pedagogical and instructional tool among Moroccan English teachers, in addition to exploring the teachers' attitudes, motivation and perceptions concerning the use of Facebook features in general and the exploitation of Facebook groups, pages, direct live and synchronous as well as asynchronous interactions in particular. Having chosen to work on such a topic emanates from a personal conviction that the 21st century teachers are very lucky to have in their possession technological tools, social media and social networks sites, in addition to a well- set environment for work. Accordingly, having previously conducted a research study on the attitudes and motivations of English teachers on the use of ICT tools, we concluded that they have a natural predisposition, and thus, they can develop their professional skills, which surely will have positive repercussions on the teaching and learning process. Students will benefit from their knowledge and motivation and will be themselves motivated to learn the way their teachers are doing.

Kaynakça

  • Al Hudhaifi, K.F. and Aldoghaim, K.I. (2005). The effect of teaching chemistry by using computer on developing scientific thinking and attitude towards chemistry among high school students', Journal of Studies in Curriculum and Teaching Methods, 103, 137-194. Aricak, O. T. (2009). Psychiatric symptomatology as a predictor of cyberbullying among university students. Egitim Arastirmalari-Eurasian Journal of Educational Research, 34, 167-184. Basque, J. (1996). Stratégies d’intégration des technologies de l’information et des Communications à l’école, Document de la collection L’École informatisée Clés en main. Montréal : Ministère de l’Éducation du Québec.15 pp. (Publié également en anglais). Consulted on 03/12/2010. Disponible sur : Http://www.grenoble.iufm.fr/rural/pradel/doc/tice.htm Bramble, N. (2010). Éducation : Facebook doit entrer à l’école. Pourquoi les écoles ne doivent plus bloquer l’accès aux réseaux sociaux. Accessible en ligne (3 janvier 2010) : Http://www.slate.fr/story/15159/facebook-ecole-education-outilpedagogique-enseignement-reseaux-sociaux. British Educational Communications and Technology Agency (BECTA) (2008). Harnessing technology: Schools survey2008.Retrieved at: Http://emergingtechnologies.becta.org.uk/uploaddir/downloads/page_documents/research/ht_schools_survey08_analysis.pdf Denscombe, M. (2010). The good research guide, maidenhead: Open University Press. (P 283) Ertmer, P. (1999). Addressing first- and second- order barriers to change: Strategies for technology integration. Educational Technology Research And Development, 47(4), 47-61. Guttman, C.. L’éducation dans et pour la société de l’information. Genève : Publications de l’UNESCO pour le Sommet mondial sur la société de l’information. Holladay, J. (2010). Cyberbullying the stakes have never been higher for studentsor schools. Teaching Tolerance, 38, 42-45. Kennewell, S.H., and Beauchamp, G. (2007) Analysing the use of interactive technology to implement interactive teaching, Swansea, UK: Swansea School of Education & Swansea Institute of Higher Education. LoBiondo-Wood, G., & Haber, J. (1998). Methods and critical appraisal for evidence-based practice. Elsevier Health Sciences. Polit, D.F. & Hungler, B.P. (1999) Nursing Research: Principles and Methods 6th ed. Philadelphia: J.B. Lippincott Roth, D. (2009). Following Plato’s advice: Pedagogy and technology for the Facebook generation. Journal of Philosophy and History of Education, 59, 125-127. Siegle, D. (2011). Facing facebook: A guide for non-teens. Gifted Child Today, 34(2), 14-19. Taranto, G., Dalbon, M., & Gaetamo, J. (2011). Academic social networking brings Web 2.0 technologies to middle grades. Middle School Journal, 42 (5 ), 12-19.
Yıl 2019, Cilt: 4 Sayı: 1, 33 - 43, 01.01.2019
https://doi.org/10.24331/ijere.467466

Öz

Kaynakça

  • Al Hudhaifi, K.F. and Aldoghaim, K.I. (2005). The effect of teaching chemistry by using computer on developing scientific thinking and attitude towards chemistry among high school students', Journal of Studies in Curriculum and Teaching Methods, 103, 137-194. Aricak, O. T. (2009). Psychiatric symptomatology as a predictor of cyberbullying among university students. Egitim Arastirmalari-Eurasian Journal of Educational Research, 34, 167-184. Basque, J. (1996). Stratégies d’intégration des technologies de l’information et des Communications à l’école, Document de la collection L’École informatisée Clés en main. Montréal : Ministère de l’Éducation du Québec.15 pp. (Publié également en anglais). Consulted on 03/12/2010. Disponible sur : Http://www.grenoble.iufm.fr/rural/pradel/doc/tice.htm Bramble, N. (2010). Éducation : Facebook doit entrer à l’école. Pourquoi les écoles ne doivent plus bloquer l’accès aux réseaux sociaux. Accessible en ligne (3 janvier 2010) : Http://www.slate.fr/story/15159/facebook-ecole-education-outilpedagogique-enseignement-reseaux-sociaux. British Educational Communications and Technology Agency (BECTA) (2008). Harnessing technology: Schools survey2008.Retrieved at: Http://emergingtechnologies.becta.org.uk/uploaddir/downloads/page_documents/research/ht_schools_survey08_analysis.pdf Denscombe, M. (2010). The good research guide, maidenhead: Open University Press. (P 283) Ertmer, P. (1999). Addressing first- and second- order barriers to change: Strategies for technology integration. Educational Technology Research And Development, 47(4), 47-61. Guttman, C.. L’éducation dans et pour la société de l’information. Genève : Publications de l’UNESCO pour le Sommet mondial sur la société de l’information. Holladay, J. (2010). Cyberbullying the stakes have never been higher for studentsor schools. Teaching Tolerance, 38, 42-45. Kennewell, S.H., and Beauchamp, G. (2007) Analysing the use of interactive technology to implement interactive teaching, Swansea, UK: Swansea School of Education & Swansea Institute of Higher Education. LoBiondo-Wood, G., & Haber, J. (1998). Methods and critical appraisal for evidence-based practice. Elsevier Health Sciences. Polit, D.F. & Hungler, B.P. (1999) Nursing Research: Principles and Methods 6th ed. Philadelphia: J.B. Lippincott Roth, D. (2009). Following Plato’s advice: Pedagogy and technology for the Facebook generation. Journal of Philosophy and History of Education, 59, 125-127. Siegle, D. (2011). Facing facebook: A guide for non-teens. Gifted Child Today, 34(2), 14-19. Taranto, G., Dalbon, M., & Gaetamo, J. (2011). Academic social networking brings Web 2.0 technologies to middle grades. Middle School Journal, 42 (5 ), 12-19.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Soufiane Soulaymani

Noureddine Alem Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 4 Sayı: 1

Kaynak Göster

APA Soulaymani, S., & Alem, N. (2019). Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool. International Journal of Educational Research Review, 4(1), 33-43. https://doi.org/10.24331/ijere.467466
AMA Soulaymani S, Alem N. Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool. IJERE. Ocak 2019;4(1):33-43. doi:10.24331/ijere.467466
Chicago Soulaymani, Soufiane, ve Noureddine Alem. “Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool”. International Journal of Educational Research Review 4, sy. 1 (Ocak 2019): 33-43. https://doi.org/10.24331/ijere.467466.
EndNote Soulaymani S, Alem N (01 Ocak 2019) Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool. International Journal of Educational Research Review 4 1 33–43.
IEEE S. Soulaymani ve N. Alem, “Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool”, IJERE, c. 4, sy. 1, ss. 33–43, 2019, doi: 10.24331/ijere.467466.
ISNAD Soulaymani, Soufiane - Alem, Noureddine. “Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool”. International Journal of Educational Research Review 4/1 (Ocak 2019), 33-43. https://doi.org/10.24331/ijere.467466.
JAMA Soulaymani S, Alem N. Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool. IJERE. 2019;4:33–43.
MLA Soulaymani, Soufiane ve Noureddine Alem. “Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool”. International Journal of Educational Research Review, c. 4, sy. 1, 2019, ss. 33-43, doi:10.24331/ijere.467466.
Vancouver Soulaymani S, Alem N. Perceptions of Moroccan English Teachers Towards Using Facebook As A Pedagogical and Instructional Tool. IJERE. 2019;4(1):33-4.

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