A MULTIDIMENSIONAL EVALUATION OF THE USE OF SOCIAL NETWORKS IN EDUCATIONAL PROCESSES
Abstract
The aim of this study is to make a multidimensional evaluation of the use of social networks in educational processes, based on the opinions of Turkish Teachers. This study examines how teachers use social networks in education, how often they use which social networks, for what purpose they use social networks, whether social networks are useful or not, and how social networks should be used for quality education. In this study, phenomenological design, one of the qualitative research designs, was used. The study group of the research consists of 26 Information Technologies Teachers selected by criterion sampling method. Research data were collected with a semi-structured interview form developed by the researchers. In this study, qualitative and quantitative research techniques were used together. Qualitative data obtained through interviews were subjected to content analysis, while frequencies and percentages of quantitative data were calculated. In the research, the majority of the participants used social networks frequently/very frequently in education; social networks such as Facebook, YouTube, WhatsApp and Instagram are mostly used in education; it has been determined that the participants find it useful/very useful to use social networks in education, that the use of social networks in education provides teacher-student, student-student and teacher-parent communication, facilitates cooperation and solidarity with education stakeholders, and facilitates resource and material sharing.
Article visualizations:
Keywords
Full Text:
PDFReferences
Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: Theory and empirical tests. Internet and Higher Education,11(2), 1-80.
Akbaba, S. (2006). Eğitimde motivasyon. Journal of Kazım Karabekir Education Faculty, 13, 343-361.
Arkan, A., & Yünter, S. (2018). Eğitim İçin Sosyal Ağlar. SETA Perspektif, 217, 2-6
Barnes, J. A. (1954). Class and committee in a Norwegian Island Parish. Human Relations, 7(1), 39-58.
Bekdemir, Ü., & Tağrikulu, P. (2018). The academic and social effects of using social media on university students. Bartın University Journal of Faculty of Education, 7(1), 316-348
Bilgin, N. (2014). Sosyal bilimlerde içerik analizi: Teknikler ve örnek çalışmalar. Siyasal Kitabevi.
Boyatsiz, R. E. (1998). Thematic analysis and code development: transforming qualitative information. Sage Publications.
Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer Mediated Communication, 13(1), 210-230.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2021). Bilimsel araştırma yöntemleri. Pegem Akademi.
Cheung, C. M. K., Chiu, P., & Lee, M. K. O. (2011). Online social networks: Why do students use facebook. Computers In Human Behavior, 27(4), 1337-1343.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage publications, inc.
Denzin, N. K. (2017). The research act: A theoretical introduction to sociological methods. Routledge
Digital in 2018. (2018). We are social ve hootsuit, http://www.wearesocial.com/blog/2018/01/global-digital-report-2018
Ekici, M., & Kıyıcı, M. (2012). Using social networks in educational context. Usak University Journal of Social Sciences, 5(2), 156-167.
Grant, N. (2008). On the Usage of Social Networking Software Technologies in Distance Learning Education. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 3755-3759), AACE Publication
Gülbahar, Y., Kalelioğlu, F., & Madran, O. (2018). Sosyal ağların eğitim amaçlı kullanımı. Başkent Üniversitesi Bilgisayar ve Öğretim Teknolojileri Bölümü, https://www.academia.edu/672373/Sosyal_A%C4%9Flar%C4%B1n_E%C4%9Fitim_Ama%C3%A7l%C4%B1_Kullan%C4%B1m%C4%B1
Güneş, P. U. (2016). Toplumsal Değişim, Teknoloji ve Eğitim İlişkisinde Sosyal Ağların Yeri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(2), 191-206
Houser, J. (2018). Nursing research: Reading, using, and creating evidence. Jones & Bartlett Learning.
Jones, N., Blackey, H., Fitzgibbon, K., & Chew, E. (2010). Get out of Myspace! Computers & Education, 54(3), 776-782.
Keeves, J.P., & Sowden, S. (1994). Descriptive data, analysis of. In T. Husen & N. Postlethwaite (Eds.), The International Encyclopaedia of Education (pp. 1464-1475). Pergamon Press.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
McLoughlin, C., & Lee, M. J. W. (2007). Social software and participatory learning: pedagogical choices with technology affordances in the web 2.0 era. http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf
Miles, M. B., Huberman, A. M., & Saldana, J. (2019). Qualitative data analysis: A methods sourcebook. Sage Publications, Inc.
Muijs, D., West, M., & Ainscow, M. (2010). Why Network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 21(1), 5-26.
Öncel, Ü. (2011). Sosyal Medya ve eğitim [İnfografik]. https://webrazzi.com/2011/04/18/sosyal-medya-egitim-infografik.
Özmen, F., Aküzüm, C., Sünkür, M., & Baysal, N. (2012). Functionality of social networks in educational settings. e-Journal of New World Sciences Academy (NWSA), 7(2), 496-506.
Öztürk, F. M., & Talas, M. (2010). Interaction of social media and education. Journal of World of Turks, 7(1), 101-120
Ploderer, B., Howard, S., & Thomas, P. (2010). Collaboration on social network sites: Amateurs, professionals and celebrities. Computer Supported Cooperative Work, 19(5), 419-455.
Schmucki, L., Meel, S.K., Bialo, E., & Sivin-Kachala, J. (2010). Social networking in education: practices, policies, and realities in 2010. http://www.mmseducation.com/register2010/
Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text and interaction. Sage Publications.
Taş, H. & Minaz, M. B. (2019). The impact of biography-based values education on 4th grade elementary school students' attitudes towards tolerance value. International Journal of Progressive Education, 15(2), 118-139.
Taş, H. (2019). İlkokul dördüncü sınıf öğrencilerinin fen bilimleri laboratuvarı malzemelerini tanıma düzeyleri. S. Olkun, M.E. Deniz, M. Toran, M.H. Sarı & H. Kamışlı (Ed.). İlköğretim Çalışmaları: Bütünsel Açıdan Çocuk içinde (ss. 173-192), Pegem Akademi Yayıncılık
Taş, H. (2021). Comparative analysis of metaphors of primary school students and teachers on interactive whiteboards. Pamukkale University Journal of Education, 51, 206-235.
Toğay, A., Akdur, T. E., Yetişken, İ. C., & Bilici, A. (2013). Eğitim süreçlerinde sosyal ağların kullanımı: Bir MYO deneyimi. Akademik Bilişim Konferansı Bildirileri II içinde (s. 1001-1006), Akdeniz Üniversitesi.
Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme. Kuram ve Uygulamada Eğitim Yönetimi, 24(24), 543-559.
Willard, N. (2006). Schools and online social networking, education world, http://www.educationworld.com/a_issues/issues/issues423.shtml
Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınları.
DOI: http://dx.doi.org/10.46827/ejes.v9i6.4339
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Özlem Taş, Aslı Arap Zorba, Seval Şeker, Zeki Fidan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
