Teacher Training through Social Networking Platforms: A Case Study on Facebook

Autor/inn/en	Çevik, Yasemin Demiraslan; Çelik, Serkan; Haslaman, Tülin
Titel	Teacher Training through Social Networking Platforms: A Case Study on Facebook
Quelle	In: Australasian Journal of Educational Technology, 30 (2014) 6, S.714-727 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Social Networks; Educational Technology; Preservice Teachers; Student Teacher Attitudes; Web Based Instruction; Online Courses; Interaction; Learner Engagement; Group Activities; Foreign Countries; Technology Uses in Education; Qualitative Research; Data Analysis; Thematic Approach; Coding; Feedback (Response); Teaching Methods; Student Motivation; Barriers; Turkey + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Unterrichtsmedien; Web Based Training; Online course; Online-Kurs; Interaktion; Gruppenaktivität; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Qualitative Forschung; Auswertung; Themenzentrierter Unterricht; Codierung; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Türkei
Abstract	Numerous studies have attempted to explain the role of social networking platforms within educational environments, though none of them has reported on their potential for enhancing professional development in education. The purpose of this qualitative research was to explore the reflections of prospective teachers who were assigned to design and conduct instruction on Facebook. Seven groups of prospective teachers (n=25) attending a teacher training program in Turkey participated in the study. Reflections of these prospective teachers on online teaching through Facebook were elicited by means of reflective papers. As an outstanding result of the online teaching project in the current study, the prospective teachers gained positive experiences in utilising Facebook for designing and implementing online teaching activities that are in accordance with the constructivist learning paradigm. However, sustaining learner involvement, enhancing interaction, and problems resulting from group work processes were observed as destructive issues throughout the online teaching project. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01