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

Yıl 2019, Cilt: 1 Sayı: 1, 68 - 78, 15.06.2019

Öz











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.

Kaynakça

  • 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

Yıl 2019, Cilt: 1 Sayı: 1, 68 - 78, 15.06.2019

Öz











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,

Kaynakça

  • 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
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Hatice Sancar Tokmak 0000-0001-5173-4926

Zerrin Dağlı Bu kişi benim 0000-0001-9490-6425

Yayımlanma Tarihi 15 Haziran 2019
Gönderilme Tarihi 19 Nisan 2019
Kabul Tarihi 27 Mayıs 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 1 Sayı: 1

Kaynak Göster

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.

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