کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
348261 618173 2015 15 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The promise, reality and dilemmas of secondary school teacher–student interactions in Facebook: The teacher perspective
ترجمه فارسی عنوان
وعده، واقعیت و معضلات متوسطه تعامل معلم و دانش آموز در فیس بوک: دیدگاه معلم
کلمات کلیدی
ارتباط معلم و دانش آموز. فیس بوک؛ سایت های شبکه اجتماعی
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
چکیده انگلیسی


• We study teacher–student communication through Facebook.
• Data from teacher surveys and in-depth interviews were triangulated.
• Teachers use a variety of Facebook features, depending on the communication goal.
• Facebook is used for instructional, psycho-pedagogical and relational purposes.

We report on a multi-method study that seeks to explore if, how and why secondary teachers use Facebook (FB) to interact with their students. Issues of privacy, authority, and even abuse have fueled socio-political debates on the desirability of teacher–student FB contact, leading some authorities to curtail or even prohibit such contact. Proponents of harnessing Web 2.0 and Social media technology for learning purposes, on the other hand, have emphasized the many potential advantages for formal and informal learning. However, there is little empirical research on the scope, the nature and the purposes for secondary school teacher–student contact through social network sites. The present study makes a first step in this direction, by triangulating teacher survey data (N = 187) with in-depth teacher interviews (N = 11). Findings from both data sets show that teacher–student FB contact comes in different forms and serves a range of purposes, which fall into three main categories: Academic-instructional, psycho-pedagogical and social-relational. Advantages, dilemmas and limitations of FB contact with secondary school students are identified.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 85, July 2015, Pages 134–148
نویسندگان
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