Examining the Social Media Teacher-Student Interactions of Physical Education Teachers

Yıl 2019, Cilt: 21 Sayı: 1, 129 - 135, 30.04.2019

Çağrı Hamdi Erdoğan , Ziya Bahadır , Ramazan Topuz

https://doi.org/10.15314/tsed.545590

Öz

The aim of this research is
to examine the interactions between the physical education
teachers and
students in social media based on some variables. In the study,
a descriptive survey method was used, which aimed at revealing the existing situation.
The research group was comprised of 390 physical education teachers actively working
at the state schools of Kayseri province in the 2018-2019 education year. Personal
Information Form and Social Media Teacher – Student Interaction Scale were used
in the study as the data collection tools. SPSS program was used in the analysis
of the data. According
to results of the research, it was determined that the social media
teacher-student interaction levels of the physical education teachers were at
the medium range. In addition, it was determined that virtual leader characteristics
of physical education teachers were prominent. Also a significant difference was found concerning the
social media teacher-student interaction levels of the physical education
teachers for the variables school location, sport branch, physical
education infrastructure in the school, the school team status, regular exercise,
age, monthly income perception; however,
statistically no significant difference was determined concerning the variables
school type, marital status, and gender.

Anahtar Kelimeler

Physical Education Teacher, Student, Social Media

Kaynakça

• 1. Ajjan H, Hartshorne R. Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests, Internet and Higher Education, 2008; (11): 71-80.
• 2. Alarcia O, Bravo I. The impact of ICTs on lecturer and students interaction in university education processes, Universities and Knowledge Society Journal, 2012; 9(2): 213–228.
• 3. Albion PR. Web 2.0 in teacher education: two imperatives for action, Computers in the Schools, 2008; 25(3-4): 181-198.
• 4. Altıntaş ME. İlköğretim din kültürü ve ahlak bilgisi öğretmenlerinin gözüyle değer öğretimini gerçekleştiren öğretmenlerde olması gereken nitelikler (nitel bir araştırma), Sakarya Üniversitesi İlahiyat Fakültesi Dergisi, 2016; 18(34): 125-142.
• 5. Avcı ÜP. Tasavvuf ve insan eğitimi, Türk Kültürü ve Hacı Bektaş Veli Araştırma Dergisi, 2003; (27): 1-9.
• 6. Bartlett-Bragg A. Reflections on pedagogy: Reframing practice to foster informal learning with social software, 2006. Available from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.472.2265&rep=rep1&type=pdf (Accessed January 17, 2019).
• 7. Çam E, Işman A. Teacher candidates’ use of facebook for educational purposes, Procedia-Social and Behavioral Sciences, 2013; (106): 2500–2506.
• 8. Çelikten M, Şanal M, Yeni Y. Öğretmenlik mesleği ve özellikleri, Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2005; (19): 207-237.
• 9. Dron J, Anderson T. Teaching Crowds: Learning and Social Media. Canada: Athabasca University Press, 2014.
• 10. Eren Ökten C, Karakuş N. Türkçe öğretmeni adaylarının örgütsel öğrenme farkındalığının geliştirilmesi, Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 2017; 19(3): 1-15.
• 11. Evans D. Social Media Marketing: An Hour A Day. Indianapolis: Wiley Publishing. 2008.
• 12. Ferdig R. Examining social software in teacher education, Journal of Technology and Teacher Education, 2007; (15): 5-10.
• 13. Gray B. Informal learning in an online community of practice, Journal of Distance Education, 2004; (19): 20-35.
• 14. Gülseçen S, Gürsul F, Bayrakdar B, Çilengir S. Canım S. Yeni Nesil Mobil Öğrenme Aracı: Podcast, Akademik Bilişim Konferansı, Muğla, 2010: 787-792.
• 15. Karasar N. Bilimsel Araştırma Yöntemi, Nobel Yayın Dağıtım, Ankara, 2008: 68.
• 16. Katılmış A, Balcı A. Coğrafya öğretmeni adaylarının değerler eğitimine yönelik görüşlerinin incelenmesi, Marmara Coğrafya Dergisi, 2017; (35): 1-12.
• 17. Khan S. Impact of social networking websites on students, Abasyn Journal of Social Sciences, 2012; 5(2): 56-77.
• 18. Kirtiş KA, Karahan F. To be or not to be in social media arena as the most cost-efficient marketing strategy after the global recession, Procedia Social and Behavioral Sciences, 2011; 24(1): 24.
• 19. Korucu AT, Usta E. Sosyal medya öğretmen-öğrenci etkileşimi ölçeği: geçerlik ve güvenirlik çalışması, İlköğretim Online, 2017; 16(1): 197-216.
• 20. Küçükali M. Üniversite öğrencilerinin sosyal medya kullanımı: Atatürk Üniversitesi örneği, Bartın Üniversitesi İktisadi İdari Bilimler Fakültesi Dergisi, 2016; 7(13): 531-546.
• 21. McLoughlin C, Lee MJW. Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era, Singapore: Faculty of Education and Arts Publications, 2008.
• 22. Miller D, Costa E, Haynes N, McDonald T, Nicolescu R, Sinanan J, Spyer J, Venkatraman S, Wang X. How the World Changed Social Media, London: UCL Press, 2016.
• 23. Morkoç DK, Erdönmez C. Web 2.0 uygulamalarının eğitim süreçlerine etkisi: Çanakkale sosyal bilimler meslek yüksekokul örneği, Online Academic Journal of Information Technology, 2014; 5(15): 25-48.
• 24. Munoz CL, Towner, TL. Opening Facebook: How to Use Facebook in the College Classroom. Proceedings of Society for Information Technology and Teacher Education International Conference, Virginia, 2009: 2623-2627.
• 25. Öztürk MF, Talas M. Sosyal medya ve eğitim etkileşimi, Zeitschrift für die Welt der Türken/Journal of World of Turks, 2015; 7(1): 101-120.
• 26. Pettenati MC, Ranieri M. Informal Learning Theories and Tools to Support Knowledge Management in Distributed CoPs, Innovative Approaches for Learning and Knowledge Sharing, 2006: 345-355.
• 27. Roy DR, Chakraborty SK. Impact of social media/social networks on education and life of undergraduate level students of Karimganj town-a survey, International Research Journal of Interdisciplinary & Multidisciplinary Studies, 2015: 1(1), 141- 147.
• 28. Selwyn, N. Web 2.0 Applications as Alternative Environments for Informal Learning-A Critical Review, in Paper for Ceri-Keris International Expert Meeting on ICT and Educational Performance, 2007; (16): 17.
• 29. Toğay A, Akdur TE, Yetişken İC, Bilici A. Eğitim Süreçlerinde Sosyal Ağların Kullanımı: Bir MYO Deneyimi, XIV. Akademik Bilişim Konferansı, 2013: 28-30.
• 30. Yetim AA, Göktaş Z. Öğretmenin mesleki ve kişisel nitelikleri, Kastamonu Eğitim Dergisi, 2004; 12(2): 541-550.