“As long as I See You on Facebook I Know You Are Safe”: Social Media Experiences as Humanizing Pedagogy

Krutka, Daniel G.; Carano, Kenneth T.

doi:10.1007/978-3-319-22939-3_11

Cited by 9 publications

(6 citation statements)

References 8 publications

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“…The GRA appeared to expand spaces for transactional learning experiences beyond the physical classroom. Our findings related to the role of videoconferencing in the GRA align with previous studies that have described the contributions videoconferencing can make to social presence and community building in cross-cultural projects (Krutka & Carano, 2016;Wang, 2011).…”

Section: Discussionsupporting

confidence: 90%

“…Lock (2015) recently suggested that "connecting, communicating, collaborating and creating knowledge with others beyond our local communities have never been more attainable than we are currently experiencing in today's digital world" (p. 140). Digital technologies have facilitated interactions with distant peers that have reportedly led to increases in students' cross-cultural awareness (Krutka & Carano, 2016), decreases in their ethnocentrism (Union & Green, 2013) consciousness of their own misconceptions (Pitts & Brooks, 2016), and greater awareness of their own identity and culture (Myers & Eberfors, 2010). New technologies also provide learners greater access to experts and diverse forms of expertise (Lock, 2015).…”

Section: Technology's Roles In Education For Global Readinessmentioning

confidence: 99%

“…For instance, Krutka and Carano (2016) studied the experiences of students from the Gaza and the United States (N=16) who utilized Skype and Facebook to interact. These technologies reportedly created spaces for humanizing dialogue.…”

Section: Technology's Roles In Education For Global Readinessmentioning

confidence: 99%

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Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Carpenter

Justice

2018

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Technology can create new opportunities for learning with and from people of other cultures, not just about them. The Global Read Aloud (GRA) offers an example of such learning possibilities. The GRA is a project that connects classrooms via digital technologies to discuss common texts. This research explored the pedagogical opportunities and challenges associated with using technology to teach for global readiness in the GRA. Although technology broadened how and with whom GRA students read and discussed literature, the depth and quality of technology-facilitated teaching specifically for global readiness was somewhat unclear. We discuss implications for teaching for global readiness.

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Section: Discussionsupporting

confidence: 90%

Section: Technology's Roles In Education For Global Readinessmentioning

confidence: 99%

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Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Carpenter

Justice

2018

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“…Video conferencing platforms are communication systems that allow audio-visual sharing in realtime (Nonthamand 2020). The platforms allow the transfer of files, slides, images, and text through the platforms being used in order to facilitate knowledge acquisition (Krutka and Carano 2016;Nonthamand 2020). With the bandwidth availability, networks and computer speed have vividly increased, especially in areas and countries that often use video conferencing, and they have become more practical and realistic for professional institutions, schools, and universities.…”

Section: Types Of Web-based Video Conferencing Platforms and Usage To...mentioning

confidence: 99%

Factors influencing the usage of web‐based video conferencing platforms in knowledge acquisition among students

Kasirye

Wok

2023

Int Social Sci J

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Learning through online systems is currently being used by universities to help students continue to engage in their studies for knowledge acquisition. The core function of web‐based learning platforms is to help students worldwide continue receiving their education even in situations like the current COVID‐19 crisis. This study examines the factors influencing the usage of web‐based video conferencing platforms for knowledge acquisition by determining the relationship between the following topics: types of web‐based video conferencing platforms, exposure to web‐based video conferencing platforms, awareness of web‐based video conferencing platforms, perception of web‐based video conferencing platforms, attitude toward web‐based video conferencing platforms, and behavioural usage toward web‐based video conferencing platforms when acquiring knowledge among students. The study utilises the theory of reasoned action to explain the relationships between the study's variables. A quantitative research design using the survey as the method and the questionnaire as the tool for data collection was used in this research. 290 respondents from a public university in Malaysia participated in the study. The study's findings reveal that attitude, perception, and awareness are the most influential factors that lead to students’ usage of web‐based video conferencing platforms for knowledge acquisition. The study's results also reveal that attitude is the best predictor of the platform's usage for knowledge acquisition. Additionally, students tend to consider specific web‐based video conferencing platforms like Google Meet, Zoom, Skype, and more as their preferred platforms for online learning to acquire knowledge. The findings also show significant relationships among the study's variables. The theory of reasoned action is also supported in this study.

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“…According to Puentedura's (2014) SAMR model, redefinition refers to when technology allows for the creation of previously inconceivable tasks. For example, teachers and students can use social media and webbased tools to interact with peers around the world in real time (Krutka & Carano, 2016) and connect and learn with authors while reading a book, as in the Global Read Aloud Project (Carpenter & Justice, 2017). In these examples, technology is used to break down the walls of the classroom and empower students to become global collaborators.…”

mentioning

confidence: 99%

Why Do We Need Technology in Education?

Trust¹

2018

Journal of Digital Learning in Teacher Education

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“As long as I See You on Facebook I Know You Are Safe”: Social Media Experiences as Humanizing Pedagogy

Cited by 9 publications

References 8 publications

Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud

Factors influencing the usage of web‐based video conferencing platforms in knowledge acquisition among students

Why Do We Need Technology in Education?

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