Research Article
Ferit Karakoyun
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 399-415
ABSTRACT
Facilities provided by social network sites allow individuals to use social networks for various purposes such as communication, entertainment and information sharing. These purposes vary depending on the social networks individuals use and on their personality traits. The present study examined preservice teachers’ social network use purposes with respect to their personality traits. The participants of the study were 660 preservice teachers attending a Turkish university. For data collection in the study “Scale of Social Network Use Purposes” and “Basic Personality Traits Inventory” were used. The research data were analyzed using Pearson Correlation Analysis and Multi-Linear Regression Analysis. The findings revealed that among the personality traits, conscientiousness, openness to experience and negative valence were predictors of the sub-factors of social network use purposes. As for other personality factors, neuroticism and extraversion were not significant predictors of the total social network use purpose score or its sub-factors.
Keywords: Social media, Social networking sites, Personality, Five-Factor Model, Preservice teachers
Research Article
Talip Gonulal
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 309-323
ABSTRACT
The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL profiles in using Instagram for independent and informal language learning. In this mixed-methods study, both quantitative and qualitative data were concurrently collected through an online comprehensive survey consisting of three sections. Ninety-seven Instagram using ELLs took part in this study. Basic descriptive statistics and a cluster analysis were conducted on the quantitative data, and a thematic analysis on the qualitative data. The results showed that Instagram has the potential to help ELLs to improve overall language skills in general, and vocabulary and communication skills in particular. Further, ELLs’ experiences in using Instagram as a MALL tool for informal language learning were largely positive. Additionally, two different language learner profiles (i.e., novice and experienced) emerged based on Instagram use habits and orientations. Overall, this study indicated that social networking platforms and MALL applications can be used as an effective mobile language learning tool.
Keywords: Social networking sites, Mobil assisted language learning, Instagram, English language learning
Research Article
Osman Solmaz
CONT ED TECHNOLOGY, Volume 9, Issue 3, pp. 315-330
ABSTRACT
The current study aims to present a critical analysis of research on social networking sites (SNSs) in second language teaching and learning (L2TL) context. Twenty-two studies published from 2011 to 2017 were included in the analysis through the selection criteria devised by the researcher. The descriptive analysis reveals that Facebook was the most commonly explored medium, and more than half of the studies featured English language learners in various levels. Following the content analysis of the studies, the emerging aspects of the literature review are treated under five overarching themes: practicing multiple language areas and literacies; authenticity and negotiation of meaning through interaction; development of intercultural competence and socio-pragmatic awareness; membership in L2 communities; and (re)construction of identities. Following an account of pedagogical considerations such as the dynamics of classroom, technical features, and various cultural uses of the SNSs, the study concludes with suggestions and directions for future research in regards to the incorporation of SNSs such as Facebook and Twitter into L2 classrooms.
Keywords: Social networking cites, Facebook, Twitter, Language teaching, Social media
Research Article
Omer Eren
CONT ED TECHNOLOGY, Volume 6, Issue 4, pp. 281-300
ABSTRACT
The present research examined the use of Web 2.0 tools to improve students’ vocabulary knowledge at the School of Foreign Languages, Gaziantep University. Current studies in literature mostly deal with descriptions of students’ attitudes towards the reasons for the use of web-based platforms. However, integrating usual classroom environment with Web 2.0 tools for specific sub-skills has not been examined much. It is aimed to contribute by investigating the feasibility of those tools as a supplement for vocabulary learning. This is an experimental research supported with semi-structured interviews and field notes. A pre-test and a post-test were administered to an experimental and a control group, and results were analyzed with the independent samples t-test. Following the post-test, semi-structured interviews were conducted with 18 students in the experimental group. The analyses of the test results demonstrated that both groups had gains but the mean of the experimental group was higher, and this difference was statistically significant. Findings suggest that almost all students have positive attitudes towards the educational use of Web 2.0 tools.
Keywords: Web 2.0, Social networking, Learner created content, Vocabulary learning, Computer-assisted language learning
Research Article
Leila Karimi, Rouhollah Khodabandelou, Maryam Ehsani, Muhammad Ahmad
CONT ED TECHNOLOGY, Volume 5, Issue 1, pp. 53-72
ABSTRACT
Drawing from the Uses and Gratifications Theory, this study examined the Gratification Sought and the Gratification Obtained from using Social Networking Sites among Iranian, Malaysian, British, and South African higher education students. This comparison allowed to drawing conclusions about how social networking sites fulfill users’ needs with different cultures. Data were collected through a quantitative study applying online and paper- based questionnaire carried out in 2013, using a representative sample (N=320). Findings showed differences in students’ motivation to join to and to use of social network sites in each country. Interestingly, the researchers found that cultural differences may determine the uses and gratifications of social networking sites.
Keywords: Uses and Gratification Theory, Social Networking Sites, Higher education students, Motivation
Research Article
Lai Cheng Tung
CONT ED TECHNOLOGY, Volume 4, Issue 4, pp. 236-248
ABSTRACT
Given the rising popularity of both open and distance learning (ODL) and social networking tools, it seems logical to merge and harness these two popular technologies with the goal of improving student educational experience. The integration seems to hold tremendous promise for the open and distance learning mode. To reduce the gap in the literature, this study explores the educational benefits of social media tools on distance learners’ perspectives and experiences in an online course taught using elgg (open source social media tool) platforms. To achieve this, the study relied on collecting qualitative and quantitative data from students who were required to use elgg, in addition to LMS, for one semester as part of their coursework. The findings indicated that students enjoyed the social learning experience afforded by the elgg better when compared to LMS to support one another in their distance learning experiences. It was also noted that students, with little experience in social networking and the sharing features on elgg, in most cases, exhibited high involvement in course-related work and graded exercises. Additionally, it was observed that students shared information limited only at the level required by the instruction mode. The study concludes that most students perceived their learning experience was enhanced by their interaction with each other and with the instructors in the elgg. The article ends with a discussion of results and highlighting the areas for future research on the topic.
Keywords: ODL, Social networking technology, Student interaction, LMS, elgg, Social learning experience
Research Article
Hasan Tinmaz
CONT ED TECHNOLOGY, Volume 3, Issue 3, pp. 234-245
ABSTRACT
With the Internet’s innate structure, new generations have increased their abilities on finding new people whom they have something in common and networking with them. Web 2.0 technologies have altered the ways how new generations manage their learning activities. Many studies showed that most of the social networking websites have created different learning networks and online communities on their bodies. As a result, many educational institutions have taken advantages of social networking websites for maintaining their teaching and learning activities. On the other hand, institutions suffer from the deficiency of guiding learning theories and their effective implementation. This article discusses Connectivism as an alternative platform for instructional processes on social networking websites. Connectivism explains learning in terms of interactions on a network where the learners exchange their knowledge. Social networking websites which offer connections in the form of friendships provide a context for the implementation of Connectivism. Therefore, the article aims to depict a relationship between educational activities on social networking websites and the contemporary Connectivist Learning Theory. The article also presents suggestions on integration of social networking websites’ into education
Keywords: Connectivism, Social Networking Websites, Facebook, Web 2.0
Research Article
Sinem Aslan, Charles M. Reigeluth
CONT ED TECHNOLOGY, Volume 2, Issue 1, pp. 1-17
ABSTRACT
Although machine use in education was introduced in the 1920s with instructional radio and 1950s with instructional television, these technologies lacked one of the most important components of learning - interaction. Computers have filled this void. The functions they have served, the ways they have been used, and the terms they have been given have changed since their introduction to our schools, but their rooted presence in our educational lives has continually increased over time. Our in-depth review of the literature illustrated that there are three distinct periods of educational computing based on the predominant computer technologies and computer functions of the time. We named these three periods the "Mainframe Period", "Microcomputer Period", and "Internet Period". Taking the past and current trends into account and considering such shifts in society as moving from standardization to customization and personalization, from proprietary resources to open resources and from using different tools for different functions to convergence of functionalities in one tool. We propose the next period, which we call the "Personalized Computing Period", in which the predominant computer technology will be "Personalized Integrated Educational Systems" that serve four major functions to support the information-age paradigm of education: Record-keeping, planning, instruction, and assessment, as well as such secondary functions as communication, general student data, school personnel information and system administration.
Keywords: History of educational computing, Information-age paradigm, Personalized Integrated Educational System, Social networking