BibTex RIS Kaynak Göster

The View’s of High School Teachers on Facebook Use: Teacher and Student Dimensions/Facebook Kullanımı Hakkında Lise Öğretmeni Görüşleri: Öğretmen ve Öğrenci Boyutu

Yıl 2016, Cilt: 12 Sayı: 1, 286 - 307, 25.01.2016

Serdar Çiftci

Öz

Ülkemizde 30 milyonun üzerinde aktif Facebook kullanıcısının olduğu ve öğrenciler arasında çok yaygın olarak kullanıldığı görülmektedir. Bu yoğun kullanımın eğitim bakış açısı ile irdelenmesi ve bununla ilgili kontrollerin sağlanması gerekmektedir. Mevcut araştırmanın amacı;  öğretmenlerin kişisel Facebook kullanımları ve öğrencilerin Facebook kullanımına ilişkin görüşlerinin; öğretmen ve öğrenci boyutunda incelenmesidir. Nitel araştırma yönteminin kullanıldığı çalışma, mevcut durumun ortaya konulması amacıyla betimsel olarak yapılandırılmıştır. Araştırma deseni olarak olgubilim deseni kullanılmıştır. Araştırma kapsamında 30 lise öğretmeni ile görüşmeler yapılmıştır. Analizler sonucu elde edilen bulgular “Öğretmenlerin Kullanımı”, “Öğrencilerin Kullanımı” başlıkları altında ele alınmıştır.  Araştırmanın başlıca bulgularına göre: öğretmenler genel olarak kendi kullanımlarıyla ilgili sorun olmadığı görüşündedirler. Fakat bazı bulgular problemli/bağımlılık düzeyinde kullanım görüntüsü vermektedir. Öğrencilerin olumsuz gerekçelerle bilinçsiz ve bağımlılık düzeyinde Facebook kullandıkları, bu ortamda kontrolsüz ve gereğinden fazla bir rahat davranış sergiledikleri, acil olarak kişisel bilgi güvenliği ve güvenli internet kullanımı bilinçlendirme çalışmalarının yapılmasının gerekliliği sonuçlarına erişilmiştir.

 

 

Kaynakça

  • Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: theory and empirical tests. The Internet and Higher Education, 11(2), 71e80.
  • Bartlett-Bragg, A. (2006). Reflections on pedagogy: reframing practice to foster informal learning with social software. Retrieved 01.09.2014 from http://matchsz.inf.elte.hu/tt/docs/Anne20Bartlett-Bragg.pdf.
  • Boyd, D. (2010). Social network sites as networked publics: Affordances, dynamics, and implications. In P. A. Zizi (Ed.), Networked self: Identity, community, and culture on social network sites (pp. 39-58). Retrieved 01.09.2014 from http://www.danah.org/papers/2010/SNSasNetworkedPublics.pdf.
  • Boyd, D. M., & Ellison, N. B. (2007). Social network sites: definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1): 210-230. Retrieved 01.09.2014 from http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00393.x/pdf.
  • Bumgarner, B. A. (2007). You have been poked: exploring the uses and gratifications of Facebook among emerging adults. First Monday, 22(11). Retrieved 01.09.2014 from. http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2026/1897.
  • Cheung, C. M. K., Chiu, P. Y., & Lee, M. K. O. (2011). Online social networks; why do students use Facebook? Computers in Human Behavior, 27(4), 1337–1343.
  • Deng, L. & Tavares, N. J. (2013). From Moodle to Facebook: Exploring students’ motivationand experiences in online communities. Computers & Education, 68, 167-176.
  • Duggan, M., & Brenner, J. (2013). The demographics of social media users – 2012. PEW Internet and American life project. PEW Research Center. Retrieved from http://pewinternet.org/Reports/2013/Social-media-users.aspx.
  • Eksi, H., Erden, N., Erdoğan, F. H. , & Yılmaz, E. (2013). Ergenlerin Kimlik Oluşumunun Facebook Üzerinden İncelenmesi: Nitel Araştırma Örneği, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(3), 295-313.
  • Ellison, N. B., Steinfield, C., Lampe, C. (2011). Connection strategies: Social capital implications of Facebook-enabled communication practices. New Media & Society, 13 (6), 873-892.
  • Hargittai, E. (2007). Whose space? Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication, 13(1), 276–297.
  • Hewitt, A., & Forte, A. (2006). Crossing boundaries: Identity management and student/faculty relationships on the Facebook. Poster presented at CSCW, Banff, Alberta, 1-2.
  • Huang, E. Y., Lin, S.W., & Huang, T. K. (2011). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. Computers & Education, 58(1), 338–349.
  • Hughes, D. J., Rowe, M., Batey, M., & Lee, A. (2012). A tale of two sites: twitter vs. facebook and the personality predictors of social media usage. Computers in Human Behavior, 28(2), 561–569.
  • Jacobsen, W. C., & Forste, R. (2011). The wired generation: academic and social outcomes of electronic media use among university students. Cyberpsychology, Behavior, and Social Networking, 14(5), 275–280.
  • Junco, R., and S. R. Cotten. (2012). “No A 4 U: The Relationship Between Multitasking and Academic Performance.” Computers & Education 59 (2): 505–514.
  • Kalin, J. (2012). Doing what comes naturally? Students perceptions and use of collaborative technologies. International Journal for the Scholarship of Teaching and Learning, 6(1),1–21.
  • Lin, P., Hou, H., Wang, S. & Chang, K., (2013) Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course, Computers and Education, 60 (1) (2013), pp. 110–121.
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: “it is more for socialising and talking to friends about work than for actually doing work”. Learning, Media and Technology, 34(2), 141–155.
  • Mejias, U. (2005). Nomad's guide to learning and social software. Retrieved 01.09.2014, from. http://blog.ulisesmejias.com/2005/11/01/a-nomads-guide-to-learning-and-social-software/.
  • Özgür, H. (2013). Sosyal Ağların Benimsenmesi Ve Eğitsel Bağlamda Kullanımı Arasındaki İlişkinin Çeşitli Değişkenler Açısından İncelenmesi, Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10), 169-182.
  • Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157–174.
  • Smith, S. D., & Caruso, J. B. (2010). The ECAR study of undergraduate students and information technology. Boulder, CO: EDUCAUSE. Retrieved 01.09.2014 from. http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333.
  • Sumuer, E. & Yıldırım, S. (2014). Do Teacher Characteristics Matter for Facebook Use? Evidence from Classroom Teachers in Turkey, Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 27-34.
  • Traxler, J. (2007). Advising without walls: An introduction to Facebook as an advising tool. Academic Advising Today, 30(1) (Retrieved December 12, 2010, from http://www.nacada.ksu.edu/AAT/NW30_1.htm#10)
  • Wang, S. L., & Wu, P. Y. (2008). The role of feedback and self-efficacy on web-based learning: the social cognitive perspective. Computers & Education, 51(4), 1589–1598.
  • Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. W. (2010). Can learning be virtually boosted? an investigation of online social networking impacts. Computers & Education, 55(4), 1494–1503.
  • Yüksel, M. & Olpak, Y.Z. (2014). Facebook’un Eğitimde Kullanılması: Muhasebe Eğitiminde Bir Uygulama, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(1), 171-186.

Yıl 2016, Cilt: 12 Sayı: 1, 286 - 307, 25.01.2016

Serdar Çiftci

Öz

Kaynakça

  • Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: theory and empirical tests. The Internet and Higher Education, 11(2), 71e80.
  • Bartlett-Bragg, A. (2006). Reflections on pedagogy: reframing practice to foster informal learning with social software. Retrieved 01.09.2014 from http://matchsz.inf.elte.hu/tt/docs/Anne20Bartlett-Bragg.pdf.
  • Boyd, D. (2010). Social network sites as networked publics: Affordances, dynamics, and implications. In P. A. Zizi (Ed.), Networked self: Identity, community, and culture on social network sites (pp. 39-58). Retrieved 01.09.2014 from http://www.danah.org/papers/2010/SNSasNetworkedPublics.pdf.
  • Boyd, D. M., & Ellison, N. B. (2007). Social network sites: definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1): 210-230. Retrieved 01.09.2014 from http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00393.x/pdf.
  • Bumgarner, B. A. (2007). You have been poked: exploring the uses and gratifications of Facebook among emerging adults. First Monday, 22(11). Retrieved 01.09.2014 from. http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/2026/1897.
  • Cheung, C. M. K., Chiu, P. Y., & Lee, M. K. O. (2011). Online social networks; why do students use Facebook? Computers in Human Behavior, 27(4), 1337–1343.
  • Deng, L. & Tavares, N. J. (2013). From Moodle to Facebook: Exploring students’ motivationand experiences in online communities. Computers & Education, 68, 167-176.
  • Duggan, M., & Brenner, J. (2013). The demographics of social media users – 2012. PEW Internet and American life project. PEW Research Center. Retrieved from http://pewinternet.org/Reports/2013/Social-media-users.aspx.
  • Eksi, H., Erden, N., Erdoğan, F. H. , & Yılmaz, E. (2013). Ergenlerin Kimlik Oluşumunun Facebook Üzerinden İncelenmesi: Nitel Araştırma Örneği, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(3), 295-313.
  • Ellison, N. B., Steinfield, C., Lampe, C. (2011). Connection strategies: Social capital implications of Facebook-enabled communication practices. New Media & Society, 13 (6), 873-892.
  • Hargittai, E. (2007). Whose space? Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication, 13(1), 276–297.
  • Hewitt, A., & Forte, A. (2006). Crossing boundaries: Identity management and student/faculty relationships on the Facebook. Poster presented at CSCW, Banff, Alberta, 1-2.
  • Huang, E. Y., Lin, S.W., & Huang, T. K. (2011). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. Computers & Education, 58(1), 338–349.
  • Hughes, D. J., Rowe, M., Batey, M., & Lee, A. (2012). A tale of two sites: twitter vs. facebook and the personality predictors of social media usage. Computers in Human Behavior, 28(2), 561–569.
  • Jacobsen, W. C., & Forste, R. (2011). The wired generation: academic and social outcomes of electronic media use among university students. Cyberpsychology, Behavior, and Social Networking, 14(5), 275–280.
  • Junco, R., and S. R. Cotten. (2012). “No A 4 U: The Relationship Between Multitasking and Academic Performance.” Computers & Education 59 (2): 505–514.
  • Kalin, J. (2012). Doing what comes naturally? Students perceptions and use of collaborative technologies. International Journal for the Scholarship of Teaching and Learning, 6(1),1–21.
  • Lin, P., Hou, H., Wang, S. & Chang, K., (2013) Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course, Computers and Education, 60 (1) (2013), pp. 110–121.
  • Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: “it is more for socialising and talking to friends about work than for actually doing work”. Learning, Media and Technology, 34(2), 141–155.
  • Mejias, U. (2005). Nomad's guide to learning and social software. Retrieved 01.09.2014, from. http://blog.ulisesmejias.com/2005/11/01/a-nomads-guide-to-learning-and-social-software/.
  • Özgür, H. (2013). Sosyal Ağların Benimsenmesi Ve Eğitsel Bağlamda Kullanımı Arasındaki İlişkinin Çeşitli Değişkenler Açısından İncelenmesi, Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10), 169-182.
  • Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157–174.
  • Smith, S. D., & Caruso, J. B. (2010). The ECAR study of undergraduate students and information technology. Boulder, CO: EDUCAUSE. Retrieved 01.09.2014 from. http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333.
  • Sumuer, E. & Yıldırım, S. (2014). Do Teacher Characteristics Matter for Facebook Use? Evidence from Classroom Teachers in Turkey, Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 27-34.
  • Traxler, J. (2007). Advising without walls: An introduction to Facebook as an advising tool. Academic Advising Today, 30(1) (Retrieved December 12, 2010, from http://www.nacada.ksu.edu/AAT/NW30_1.htm#10)
  • Wang, S. L., & Wu, P. Y. (2008). The role of feedback and self-efficacy on web-based learning: the social cognitive perspective. Computers & Education, 51(4), 1589–1598.
  • Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. W. (2010). Can learning be virtually boosted? an investigation of online social networking impacts. Computers & Education, 55(4), 1494–1503.
  • Yüksel, M. & Olpak, Y.Z. (2014). Facebook’un Eğitimde Kullanılması: Muhasebe Eğitiminde Bir Uygulama, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(1), 171-186.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Bölüm Tanıtmalar
Yazarlar

Serdar Çiftci

Yayımlanma Tarihi 25 Ocak 2016
Gönderilme Tarihi 1 Eylül 2015
Yayımlandığı Sayı Yıl 2016 Cilt: 12 Sayı: 1

Kaynak Göster

APA Çiftci, S. (2016). The View’s of High School Teachers on Facebook Use: Teacher and Student Dimensions/Facebook Kullanımı Hakkında Lise Öğretmeni Görüşleri: Öğretmen ve Öğrenci Boyutu. Eğitimde Kuram Ve Uygulama, 12(1), 286-307.