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INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES

Year 2019, Volume 1, Issue 1, 68 - 78, 15.06.2019

Abstract

This qualitative study aimed to investigate Math and Psychology teacher candidates’ opinions about the use of Social Media Environments, namely, Facebook, Instagram, Twitter, YouTube, Blogs, for Instructional purposes.  These social media environments were selected because they were the most popular ones. 20 math and 22 Psychology teacher candidates were participated to the study. The data were collected through focus group interviews (3 groups of Math teacher candidate and 3 groups of Psychology teacher candidates). Each interviews were lasted about 30 – 35 minutes. According to the results, the all teacher candidate groups were very positive to use Facebook, YouTube, and Blogs use for instructional purposes while they (2 math groups and 2 psychology groups) were mostly positive to use Instagram for instructional purposes. However, out of one math group and one psychology group teacher candidates, other groups were negative to use of Twitter for Instructional purposes. The teacher candidate groups mostly pointed out the reasons of their opinions based on the capabilities and limitations of these environments. The teacher candidate groups mostly stated that they would use these environments for instructional material sharing by creating groups for their classes. The study suggested to provide specific experiences for teacher candidates about the use of social media environments for educational purposes since their views very conservative about just using these environments to share instructional materials.

References

  • Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605-616.
  • Dabner, N. (2012). ‘Breaking Ground’in the use of social media: A case study of a university earthquake response to inform educational design with Facebook. The Internet and Higher Education, 15(1), 69-78.
  • Del Valle, M.E, Gruzd, A., Haythornthwaite, C., Paulin, D., & Gilbert, S. (4-7 January, 2017). Social media in educational practice: Faculty present and future use of social media in teaching. Presented at HICCS conference.
  • Durak, H., & Seferoğlu, S. S. (2016). Türkiye'de sosyal medya okuryazarliği ve sosyal ağ kullanim örüntülerinin incelenmesi. Journal of International Social Research, 9(46), 526-535.
  • Endean, M. (2018). Learning materials at a distance. Retrieved from http://www.materials.ac.uk/guides/distance.asp Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Gruzd, A., Haythornthwaite, C., Paulin, D., Gilbert, S., & Del Valle, M. E. (2018). Uses and gratifications factors for social media use in teaching: Instructors’ perspectives. New Media & Society, 20(2), 475-494.
  • Habes, M., Alghizzawi, M., Khalaf, R., & Salloum, S. A. (2018). The Relationship between Social Media and Academic Performance: Facebook Perspective. International Journal of Information Technology, 2(1), 12-18.
  • Luo, T., Shah, S. J., & Crompton, H. (2019). Using Twitter to Support Reflective Learning in an Asynchronous Online Course. Australasian Journal of Educational Technology, 35(3), 31-44.
  • Luo, T., Sickel, J., & Cheng, L. (2017). Preservice teachers’ participation and perceptions of Twitter live chats as personal learning networks. TechTrends, 61(3), 226-235.
  • Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia Social and Behavioral Sciences, 2, 3060–3064.
  • Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students’ social media use. Journal of Educational Technology & Society, 21(1), 213-224.
  • Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2018). Social media as a complementary learning tool for teaching and learning: The case of YouTube. The International Journal of Management Education, 16(1), 37-42.
  • Oh, C., Roumani, Y., Nwankpa, J. K., & Hu, H. F. (2017). Beyond likes and tweets: Consumer engagement behavior and movie box office in social media. Information & Management, 54(1), 25-37.
  • Perrin A (2015) Social media usage: 2005–2015. Available at: http://www.pewinternet.org/2015/10/08/social-netwrking-usage-2005-2015
  • Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134-140.
  • Romero-Hall, E., Kimmons, R., & Veletsianos, G. (2018). Social media use by instructional design departments. Australasian Journal of Educational Technology, 34(5), 86-98.
  • TUII (2016). Internet use. Retrieved from http://www.tuik.gov.tr/basinOdasi/haberler/2016_83_20160720.pdf

MATEMATİK VE PSİKOLOJİ ÖĞRETMEN ADAYLARININ ÖĞRETİM AMAÇLI SOSYAL MEDYA KULLANIMINA İLİŞKİN GÖRÜŞLERİNİN ARAŞTIRILMASI

Year 2019, Volume 1, Issue 1, 68 - 78, 15.06.2019

Abstract

Bu nitel çalışma, Matematik ve Psikoloji öğretmen adaylarının; Facebook, Instagram, Twitter, YouTube, Blog gibi Sosyal Medya Ortamlarının öğretim amaçlı kullanımı hakkındaki görüşlerini incelemeyi amaçlamıştır. Bu sosyal medya ortamları en popüler olanları oldukları için seçilmiştir. Araştırmaya 20 Matematik ve 22 Psikoloji öğretmen adayı katılmıştır. Veriler odak grup görüşmeleri aracılığı ile toplanmıştır (3 grup Matematik öğretmen adayları, 3 grup Psikoloji öğretmen adayları). Her görüşme yaklaşık 30 - 35 dakika sürmüştür. Elde edilen sonuçlara göre, tüm öğretmen aday grupları Facebook, YouTube ve Blogları öğretim amaçlı kullanmaya çok olumlu yaklaşırken, Instagram’ın öğretim amaçlı kullanımına çoğunlukla olumlu yaklaşmışlarıdır (2 matematik grubu ve 2 psikoloji grubu). Bununla birlikte, bir matematik grubu ve bir psikoloji grubu öğretmen adayları dışında, diğer gruplar Twitter'ı öğretim amacıyla kullanmaya olumsuz yaklaşmışlardır. Öğretmen aday grupları çoğunlukla görüşlerinin nedenlerini, bu ortamların yeteneklerine ve sınırlamalarına dayandırdıklarını belirttiler. Öğretmen aday grupları bu ortamları çoğunlukla dersleri için gruplar oluşturarak, öğretim materyali paylaşımı için kullandıklarını belirtti. Çalışma, bu ortamların sadece eğitim materyali paylaşmak amacıyla kullanımı konusundaki görüşleri oldukça tutucu olduğundan, öğretmen adaylarının sosyal medya ortamlarını eğitim amaçlı kullanımına ilişkin farklı deneyimler önermiştir,

References

  • Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605-616.
  • Dabner, N. (2012). ‘Breaking Ground’in the use of social media: A case study of a university earthquake response to inform educational design with Facebook. The Internet and Higher Education, 15(1), 69-78.
  • Del Valle, M.E, Gruzd, A., Haythornthwaite, C., Paulin, D., & Gilbert, S. (4-7 January, 2017). Social media in educational practice: Faculty present and future use of social media in teaching. Presented at HICCS conference.
  • Durak, H., & Seferoğlu, S. S. (2016). Türkiye'de sosyal medya okuryazarliği ve sosyal ağ kullanim örüntülerinin incelenmesi. Journal of International Social Research, 9(46), 526-535.
  • Endean, M. (2018). Learning materials at a distance. Retrieved from http://www.materials.ac.uk/guides/distance.asp Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Gruzd, A., Haythornthwaite, C., Paulin, D., Gilbert, S., & Del Valle, M. E. (2018). Uses and gratifications factors for social media use in teaching: Instructors’ perspectives. New Media & Society, 20(2), 475-494.
  • Habes, M., Alghizzawi, M., Khalaf, R., & Salloum, S. A. (2018). The Relationship between Social Media and Academic Performance: Facebook Perspective. International Journal of Information Technology, 2(1), 12-18.
  • Luo, T., Shah, S. J., & Crompton, H. (2019). Using Twitter to Support Reflective Learning in an Asynchronous Online Course. Australasian Journal of Educational Technology, 35(3), 31-44.
  • Luo, T., Sickel, J., & Cheng, L. (2017). Preservice teachers’ participation and perceptions of Twitter live chats as personal learning networks. TechTrends, 61(3), 226-235.
  • Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia Social and Behavioral Sciences, 2, 3060–3064.
  • Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students’ social media use. Journal of Educational Technology & Society, 21(1), 213-224.
  • Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2018). Social media as a complementary learning tool for teaching and learning: The case of YouTube. The International Journal of Management Education, 16(1), 37-42.
  • Oh, C., Roumani, Y., Nwankpa, J. K., & Hu, H. F. (2017). Beyond likes and tweets: Consumer engagement behavior and movie box office in social media. Information & Management, 54(1), 25-37.
  • Perrin A (2015) Social media usage: 2005–2015. Available at: http://www.pewinternet.org/2015/10/08/social-netwrking-usage-2005-2015
  • Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134-140.
  • Romero-Hall, E., Kimmons, R., & Veletsianos, G. (2018). Social media use by instructional design departments. Australasian Journal of Educational Technology, 34(5), 86-98.
  • TUII (2016). Internet use. Retrieved from http://www.tuik.gov.tr/basinOdasi/haberler/2016_83_20160720.pdf

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Articles
Authors

Hatice SANCAR TOKMAK (Primary Author)
MERSIN UNIVERSITY
0000-0001-5173-4926
Türkiye


Zerrin DAĞLI This is me
MERSIN UNIVERSITY
0000-0001-9490-6425
Türkiye

Publication Date June 15, 2019
Application Date April 19, 2019
Acceptance Date May 27, 2019
Published in Issue Year 2019, Volume 1, Issue 1

Cite

Bibtex @research article { ejaes555861, journal = {Journal of Advanced Education Studies}, issn = {2687-3087}, address = {}, publisher = {Tuğba YANPAR YELKEN}, year = {2019}, volume = {1}, pages = {68 - 78}, doi = {}, title = {INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES}, key = {cite}, author = {Sancar Tokmak, Hatice and Dağlı, Zerrin} }
APA Sancar Tokmak, H. & Dağlı, Z. (2019). INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES . Journal of Advanced Education Studies , 1 (1) , 68-78 . Retrieved from https://dergipark.org.tr/en/pub/ejaes/issue/45527/555861
MLA Sancar Tokmak, H. , Dağlı, Z. "INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES" . Journal of Advanced Education Studies 1 (2019 ): 68-78 <https://dergipark.org.tr/en/pub/ejaes/issue/45527/555861>
Chicago Sancar Tokmak, H. , Dağlı, Z. "INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES". Journal of Advanced Education Studies 1 (2019 ): 68-78
RIS TY - JOUR T1 - INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES AU - Hatice Sancar Tokmak , Zerrin Dağlı Y1 - 2019 PY - 2019 N1 - DO - T2 - Journal of Advanced Education Studies JF - Journal JO - JOR SP - 68 EP - 78 VL - 1 IS - 1 SN - 2687-3087- M3 - UR - Y2 - 2019 ER -
EndNote %0 Journal of Advanced Education Studies INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES %A Hatice Sancar Tokmak , Zerrin Dağlı %T INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES %D 2019 %J Journal of Advanced Education Studies %P 2687-3087- %V 1 %N 1 %R %U
ISNAD Sancar Tokmak, Hatice , Dağlı, Zerrin . "INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES". Journal of Advanced Education Studies 1 / 1 (June 2019): 68-78 .
AMA Sancar Tokmak H. , Dağlı Z. INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES. EJAES. 2019; 1(1): 68-78.
Vancouver Sancar Tokmak H. , Dağlı Z. INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES. Journal of Advanced Education Studies. 2019; 1(1): 68-78.
IEEE H. Sancar Tokmak and Z. Dağlı , "INVESTIGATION OF MATH AND PSYCHOLOGY TEACHER CANDIDATES’ OPINIONS ABOUT THE SOCIAL MEDIA USE FOR INSTRUCTIONAL PURPOSES", Journal of Advanced Education Studies, vol. 1, no. 1, pp. 68-78, Jun. 2019
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