Being a Learner Using Social Media in School: The Case of Space2cre8

Autor/inn/en	Vasbø, Kristin Beate; Silseth, Kenneth; Erstad, Ola
Titel	Being a Learner Using Social Media in School: The Case of Space2cre8
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 1, S.110-126 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2013.773555
Schlagwörter	Foreign Countries; Mass Media Use; Social Networks; Ethnography; Secondary School Students; Classroom Techniques; Technology Uses in Education; School Activities; Student Participation; Network Analysis; Classroom Observation Techniques; Interviews; Interaction Process Analysis; Profiles; Video Technology; Web 2.0 Technologies; Electronic Publishing; Norway (Oslo) + Suchen Sie Ihr Suchwort? Ausland; Mediennutzung; Social network; Soziales Netzwerk; Ethnografie; Sekundarschüler; Klassenführung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Netzplantechnik; Interviewing; Interviewtechnik; Prozessanalyse; Charakterisierung; Profilanalyse; Elektronisches Publizieren
Abstract	The aim of this article is to gain knowledge about what it means to be a learner using social media in an educational setting. The article presents an ethnographic study of students in a multiethnic community in Oslo who participate in a social networking site called Space2cre8 (S28). In this article, we set out to explore the kind of space for learning that can be created in a lower secondary classroom by a social networking site. The article provides a detailed study of how two students made use of this social networking site as part of school activities, and it outlines two specific ways in which to be a learner using social media in school. The findings suggest that a social networking site such as S28 can provide different resources for different students with different learner identities, and might represent a space in which everyday knowledge and school knowledge merge to offer a hybrid space for learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10