Digital Divide 2.0: “Generation M” and Online Social Networking Sites in the Composition Classroom

Vie, Stephanie

doi:10.1016/j.compcom.2007.09.004

Cited by 141 publications

(63 citation statements)

References 9 publications

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Section: Introducing Blogging and Call Researchmentioning

confidence: 99%

“…The introduction of a wide range of such innovative new technologies into teaching and learning contexts underpins the necessity of reflecting upon their proposed role and contribution within this distinct environment. Examples of such Web 2.0 tools which have recently been evaluated as potential learning aids include: podcasts (Lonn and Teasley 2009;Walls et al, 2010); online games (Paraskeva, Mysirlaki & Papagianni, 2010); smart phones (Cochrane & 210 Australasian Journal of Educational Technology, 2010, 26(2) Bateman, 2010); wikis (Elgort, Smith & Toland, 2008;Zorko, 2009) and social networking sites (Vie, 2008;Lockyer & Patterson, 2008).While already established within recreational online activities, the main challenge in exploiting these tools lies in establishing clear contexts of use across different disciplines in higher education. Thus, while some Web 2.0 applications are already being used in academic institutions as valid alternative approaches to the teaching of computer science, mathematics and statistics (Alt, 2006), CALL practitioners and teachers have also been quick to appreciate, evaluate and integrate such applications (Godwin-Jones, 2003;.…”

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confidence: 99%

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Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework

Hourigan

Murray

2010

AJET

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Due to the social changes brought about in no small part by Web 2.0 tools, the potential impact of the blog writing phenomenon upon teaching and learning contexts reveals an important area for consideration for all university educators, and in particular for e-learning practitioners. Today, web users may access a wide variety of media to express themselves and to communicate with others. These may include conventional blog websites such as blogger.com or indeed social networking sites such as MySpace, Facebook or Bebo, which continue to integrate blog tools and which also encourage self-expression on the part of the users. Moreover, the application of such written expression tools into a language learning context requires further investigation by the computer-assisted language learning (CALL) community, most notably in the field of exploring the distinct pedagogical environment which emerges within such a context. This paper shall detail the pedagogical and support role of the teacher as well as considering the content of learners' reflective output throughout the course of the semester. Our analysis will consider the overall teaching and learning environment, with additional qualitative examples from the learner blogs and essays in order to define clearly emerging roles and activities with regard to future classroom practice. Introducing blogging and CALL researchBerners-Lee's original web weaving in 1990 is now generally accepted as a radical catalyst of self expression and global connectivity (Butler, 1998). Since then, additional upheavals have occurred: from search engines such as Altavista, Google, Cuil and WolframAlpha, to podcasting, RSS feeds and Twitter, to name but a few components of the Web 2.0 social software revolution. Uniquely bridging both these evolutions stands blogging. Blogging, as Hill states: "is throwing the Internet forward and backward at the same time. Forward into a new era of consumer empowerment, and backward to the grass-roots spirit of the early Web" (2006:19). As we shall see in this paper, the consumers are also the producers of content and if blogging for language learning (L2) purposes is to be both empowering and engaging, it must first be integrated efficaciously into current modern foreign language pedagogies. Indeed, the recent impact of Web 2.0 tools on education clearly represents important developments in terms of current pedagogical practice. The introduction of a wide range of such innovative new technologies into teaching and learning contexts underpins the necessity of reflecting upon their proposed role and contribution within this distinct environment. Examples of such Web 2.0 tools which have recently been evaluated as potential learning aids include: podcasts (Lonn and Teasley 2009;Walls et al., 2010); online games (Paraskeva, Mysirlaki & Papagianni, 2010); smart phones (Cochrane & 210 Australasian Journal of Educational Technology, 2010, 26(2) Bateman, 2010); wikis (Elgort, Smith & Toland, 2008;Zorko, 2009) and social networking sites (Vie, 2008;Lockyer...

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Section: Introducing Blogging and Call Researchmentioning

confidence: 99%

mentioning

confidence: 99%

Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework

Hourigan

Murray

2010

AJET

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“…Even the very term used in many SNS to describe connected users, "friends", may challenge traditional student-teacher hierarchy, as traditionally teachers are allowed some power over their students even when close relationship between the two are developed (Ang, 2005;Jaimeson & Thomas, 1974;Steinfield, Ellison, & Lampe, 2008;Vie, 2008). Albeit, closeness and friendship may be different in SNS compared to the real world (e.g., Subrahmanyam, Reich, Waechter, & Espinoza, 2008;Van House, 2007).…”

Section: Introductionmentioning

confidence: 99%

Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

Baruch

Hershkovitz

Ang

2015

IJELL

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Teacher-student relationships are vital for academic and social development of students, for teachers' professional and personal development, and for having a supportive learning environment. In the digital age, these relationships can extend beyond bricks and mortar and beyond school hours. Specifically, these relationships are extended today while teachers and students communicate via social networking sites (SNS). This paper characterizes differences between teachers (N=160) and students (N=587) who are willing to connect with their students/teachers via Facebook and those who do not wish to connect. The quantitative research reported here within is based on data collection of personal characteristics, attitudes towards Facebook, and perceptions of teacher-student relationship. Findings suggest differences in characteristics of the two groups (willing to connect vs. not willing to connect) within both populations (teachers and students). Also, in both populations, those who were willing to connect, compared to those who were not willing to connect, present more positive attitudes towards using Facebook for teaching/learning and are more opposed to a banning policy of student-teacher SNS-based communication. We also found that students who were willing to connect showed a greater degree of closeness with their teachers compared to those who were not willing to connect. This study may assist policymakers when setting up regulations regarding teacher-student communication via social networking sites.

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“…Information and communication technology (ICT) is the prevalent mode of communication among them, with 75 percent of 12 to 17 year olds owning cell phones, and text messaging at an incredible rate of more than 3000 messages per month [1]. This new generation is referred to as 'net savvy' youth [2], Google generation [3], and generation M, for Media, MySpace, or the Millenials [4] among other titles. The most common term, however, is the digital natives; those born after 1989, who may process information "different from their predecessors" [5].…”

Section: Introductionmentioning

confidence: 99%

Virtual Environments for Children and Teens

Beheshti¹

2012

Virtual Reality in Psychological, Medical and Pedagogical Applications

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Digital Divide 2.0: “Generation M” and Online Social Networking Sites in the Composition Classroom

Cited by 141 publications

References 9 publications

Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework

Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework

Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

Virtual Environments for Children and Teens

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