"Once upon a Time there was..." A Digital World for Junior High School Learners

Batsila, Marianthi; Tsihouridis, Charilaos

doi:10.3991/ijet.v11i03.5370

Cited by 19 publications

(10 citation statements)

References 9 publications

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“…Digital story telling allows the user/author to practice critical thinking in selecting the story topic, elaborating ideas in text, image and sound and consolidate new knowledge, which can boost students' motivation and engagement. Batsila and Tsihouridis (2016), for instance, found that using a social media tool for digital storytelling in an English class helped students enhance their reading and writing skills, their interest in writing and struggling students' self-confidence. Similarly, Vazquez-Cano (2012) explored how middle school students' use of Twitter in Spanish language, social sciences and natural sciences classes sparked their creativity and self-directed learning.…”

Section: Social Media For Active Learningmentioning

confidence: 99%

Social distancing meet social media: digital tools for connecting students, teachers, and citizens in an emergency

Greenhow

Chapman

2020

ILS

109

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Purpose In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media).

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Section: Social Media For Active Learningmentioning

confidence: 99%

Social distancing meet social media: digital tools for connecting students, teachers, and citizens in an emergency

Greenhow

Chapman

2020

ILS

109

View full text Add to dashboard Cite

show abstract

“…Actively participating on social media can increase students’ motivation and engagement in various content areas (Schwarz & Caduri, 2016). Using social media for digital storytelling in an English class helped students embrace their creativity (Batsila & Tsihouridis, 2016). Teachers noted an increase in the adolescent students’ interest in writing, even recognizing an improvement in struggling students’ self-confidence.…”

Section: Opportunities For Student Learning With Social Mediamentioning

confidence: 99%

What Should Be the Role of Social Media in Education?

Greenhow

Galvin

Willet

2019

Policy Insights from the Behavioral and Brain Sciences

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Social media provide new opportunities for when, how, where, and with whom people learn—venue unimaginable 15 years ago. Today’s students and educators have adopted social media for various purposes both within education and outside of it. This review of the published research on social media in education focuses on the affordances for student learning, teacher professional development, educational research practices, and communication of scholarship. The article concludes with implications for education policy.

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“…In a study examining the effectiveness of using technology for digital storytelling in improving third graders' writing skills, Yamaç and Ulusoy (2017) found stories written in collaboration with others were stronger in quality than those written individually. Similarly, other studies have found students benefit from peer collaboration (Batsila and Tsihouridis, 2016;Beam and Williams, 2015;Hitchcock et al, 2016;Howell et al, 2017;Kervin and Mantei, 2016;Sessions et al, 2016). Teachers have access to data that inform them about their students' writing progress.…”

Section: Online Writing Applicationsmentioning

confidence: 69%

The writing performance of elementary students using a digital writing application

Baker

Lastrapes

2019

ITSE

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Purpose This paper aims to investigate elementary students’ writing experiences using a digital writing application and compares the results to the findings and recommendations of a national survey on instructional practices in writing. Design/methodology/approach Mixed methods were used to assess the quantity and quality of P-5 public school students’ writing over time. Teacher, librarian and student perceptions and experiences were examined and compared to the results and recommendations from a national survey on writing. Findings This paper provides empirical insights into the use of a digital writing application in writing instruction. Findings showed the use of a digital writing application: significantly increased the quantity and improved the quality of student writing; excited and motivated students to write; extended the learning day so more time was spent on writing; and supported students of special populations. Comparison to the recommendations of the national survey showed five of seven recommendations were not met in this study. Research limitations/implications Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct further investigations. Practical implications The paper includes implications for writing instruction using digital applications for teachers, librarians and educators in pre-service teacher and school librarian preparation programs. Originality/value Considering limited growth in national writing scores and the transition to online writing assessments by 2019, this paper addresses the need to integrate technology into writing instruction and offers practical strategies for doing so.

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"Once upon a Time there was..." A Digital World for Junior High School Learners

Cited by 19 publications

References 9 publications

Social distancing meet social media: digital tools for connecting students, teachers, and citizens in an emergency

Social distancing meet social media: digital tools for connecting students, teachers, and citizens in an emergency

What Should Be the Role of Social Media in Education?

The writing performance of elementary students using a digital writing application

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