Sosyal Paylaşim Ağlarinin İşbi̇rli̇kli̇ Öğrenmede Kullanimi: Bi̇r Facebook Uygulamasi - Using Social Media in Collaborative Learning: Facebook Application

Kıcı, Derya; Dilmen, Necmi Emel

doi:10.14783/od.v11i41.5000011422

Cited by 3 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similarly, teachers stated that they used Instagram the most, and it was seen that teachers followed the accounts on Instagram. In a study, it was emphasized that applications such as Facebook and Instagram can be used to support problem-solving and cooperative learning skills (Kıcı & Dilmen, 2014). In the study, it was determined that Instagram can be used to support learning, similar to the literature.…”

Section: Discussion Conclusion and Recommendationmentioning

confidence: 99%

An examination on the views of preschool teachers on the use of social media for professional development

Gök

ÖLMEZ

2023

E-Kafkas Eğitim Araştırmaları Dergisi

View full text Add to dashboard Cite

Social media creating a feeling of freedom in getting news, providing rapid access to information, and transforming its users into content producers in line with its usage purposes is a source of inspiration for many individuals from many professional fields. After the pandemic pandemic, teachers are among the user profiles that actively use social media. The purpose of this study is to examine the views of preschool teachers on the use of social media for professional development. The research was designed with the qualitative research method and case study. The sample of this study consists of twenty-five early childhood education teachers. The data were analyzed by descriptive analysis technique. As a result of the data analysis, it was found that preschool preschool teachers used social media platforms for professional development and benefited from these platforms effectively. Teachers emphasize that social media has an important contribution to their professional development, but they also state that one should be careful against disinformation. It is recommended that teachers be provided with media literacy training and that teachers should be conscious about acting in accordance with children's rights and ethical principles when using social media for professional purposes.

show abstract

Section: Discussion Conclusion and Recommendationmentioning

confidence: 99%

An examination on the views of preschool teachers on the use of social media for professional development

Gök

ÖLMEZ

2023

E-Kafkas Eğitim Araştırmaları Dergisi

View full text Add to dashboard Cite

show abstract

Covi̇d-19 Pandemi̇ Süreci̇nde Uluslararasi Örgütleri̇n Eği̇ti̇me İli̇şki̇n Refleksleri̇ İle Türki̇ye’deki̇ Uygulamalarin Karşilaştirilmasi

Temelli

2022

Milli Eğitim Dergisi

View full text Add to dashboard Cite

Tüm dünyada yaşanan Covid-19 pandemisi hayatın her alanını doğrudan etkileyerek olağan yaşam sürecinde değişimlerin yaşanmasını sağlamıştır. Eğitim de bu alanlardan biridir. Pandeminin eğitim sürecini kesintiye uğratmasına yönelik ülkelerin göstermiş olduğu reflekslerle, eğitimin pandemi gibi kriz dönemi / dönemlerinde de sürdürülebilir olması için çabalar ortaya konulmuştur. Bu süreçte çeşitli uluslararası kuruluşlar, eğitim sürecinin sağlıklı bir şekilde yürütülebilmesi için tüm dünya ülkelerine çeşitli önerilerde bulunmuşlardır. Uluslararası örgütlerin önerileri incelendiğinde, eğitime ilişkin yaklaşımlarında benzerliklerin ve farklılıkların olduğu görülmektedir. Bu çalışmada, uluslararası örgütlerin Covid-19 pandemisi sürecinde eğitime yönelik önerilerinin incelenmesi ve Türkiye'nin eğitim sürecindeki uygulamalarının bu örgütlerin ortaya koyduğu önerilerle ne ölçüde örtüştüğünün karşılaştırılması amaçlanmaktadır. Bu çalışma derleme çalışması olarak gerçekleştirilmiştir. Çalışma sonuçlarına göre uluslararası örgütlerin yapmış olduğu öneriler genel anlamda eğitim politikaları, öğretmen ve öğrenci, uzaktan eğitim ve teknoloji başlıkları altında toplanmaktadır. Bu başlıklar altında toplanan benzer ve farklı öneriler yer almaktadır. Türkiye'de pandemi sürecinde yapılan bu çalışmalar uluslararası örgütlerin "öğrencinin akademik desteğinin sağlanması", "ücretsiz ve açık kaynak teknolojiler", "öğrenme materyallerine erişim" ve "öğrenme kaybını önleme" başlıklarındaki önerileri ile "iletişim", "geri bildirim", "öğretmen eğitimi", "mesleki gelişim", "öğretmenlerin desteklenmesi", "materyallere / kaynaklara erişme" gibi konu başlıklarına ilişkin önerilerinin örtüşmekte olduğu görülmektedir. Türkiye'de Covid-19 salgını sürecinde ortaya çıkarılan yol haritalarının uluslararası örgütlerin önerileriyle örtüştüğü anlaşılmaktadır.

show abstract

Social Media Use in Primary and Secondary Education Institutions as a Communication Tool in the Framework of School Culture

Kesim,

Alabaş

2024

Uluslararası Türk Eğitim Bilimleri Dergisi

View full text Add to dashboard Cite

The schools, as social institutions, form a unique school culture with their characteristics, shared values, and beliefs. The social foundations of education are closely related to the environment. One of the factors affecting school culture is communication with its environment as the school interacts with its environment. Schools realize institutional communication, which has an important place in their culture, through different tools. This study aims to determine the use of social media tools as a communication tool in primary and secondary education institutions within the framework of school culture. In the study, the use of social media tools in educational institutions was revealed in line with the opinions of school social media managers. Conducted with a case study approach by qualitative research methodology, the study group of the research was determined by maximum diversity sampling from purposeful sampling methods. The interviews were conducted with the participation of 18 school social media managers working in public schools at different levels and with different socioeconomic levels in Istanbul. Social media managers are teachers, and 15 of these teachers also have administrative duties (1 is a school principal, and 14 are vice principals) in the same school. The data were collected through a semi-structured interview form and analyzed using a content analysis approach. The results of the study revealed that schools prefer Instagram more frequently and that school social media managers use their social media accounts for sharing information and news and promoting the school. The ethical principles followed by schools in social media administration were collected in the categories of respecting personal rights and private life, sharing content related to the institution, compliance with the legislation, the posts reflecting the values, being shared with the decision of the commission, using Turkish correctly, and student and parent satisfaction. The participants stated that they strive to establish two-way communication with their followers in their social media accounts and that social media contributes to their organizations more frequently in terms of usefulness, advertising and promotion, and stakeholder satisfaction.

show abstract

Sosyal Paylaşim Ağlarinin İşbi̇rli̇kli̇ Öğrenmede Kullanimi: Bi̇r Facebook Uygulamasi - Using Social Media in Collaborative Learning: Facebook Application

Cited by 3 publications

References 6 publications

An examination on the views of preschool teachers on the use of social media for professional development

An examination on the views of preschool teachers on the use of social media for professional development

Covi̇d-19 Pandemi̇ Süreci̇nde Uluslararasi Örgütleri̇n Eği̇ti̇me İli̇şki̇n Refleksleri̇ İle Türki̇ye’deki̇ Uygulamalarin Karşilaştirilmasi

Social Media Use in Primary and Secondary Education Institutions as a Communication Tool in the Framework of School Culture

Contact Info

Product

Resources

About