EVALUATING THE USE OF SOCIAL MEDIA FOR TEACHING PRACTICES FROM LEARNERS’, TEACHERS’ AND PARENTS’ PERSPECTIVES: THE SAMPLE OF EDMODO

Yıl 2019, , 887 - 907, 31.12.2019

Serkan Dinçer , Fatih Balaman

https://doi.org/10.26468/trakyasobed.580410

Cited By: 3

Öz

Although there exist limited studies within the related literature
regarding the use of social networks on education, few studies are present with
the focus on educationally designated social network tools. Furthermore, there
is no such study of use of social networks on education that compares all the
sharers. Therefore, the evaluation of employability of Edmodo platform, that
targets education and teaching applications, by the sharers (students,
teachers, parents etc.) is the main goal of the research. 142 secondary  school students, 6 teachers and 17 parents
have participated in the research. The students were separated into three
groups; the first group completed the task with the existing method, the second
group utilized Moodle platform and the third group employed Edmodo platform.
The data were collected through two distinct scales and interview forms.
Educational Materials Evaluation Scale and Educational Materials Motivation
Scale were used for collection of quantitative data whereas interview forms
were used for  the collection of
qualitative forms. By the end of the study, it was found that students rated
Edmodo platform highly and Facebook interface of Edmodo was impactful in such
rating. It was understood that teachers had problems in preparing content in
spite of positive inspect  toward Edmodo
system .It was concluded that the parents carried the concerns of privacy,
primarily for social networks, and thus adopted negative manners; and these
manners could be altered with the help of systems such as Edmodo.

Anahtar Kelimeler

Edmodo, social media, , e-learning

SOSYAL MEDYANIN ÖĞRETİM FAALİYETLERİNDE KULLANILMASININ ÖĞRENCİ, ÖĞRETMEN VE VELİLER AÇISINDAN DEĞERLENDİRİLMESİ: EDMODO ÖRNEĞİ

Öz

İlgili alanyazında sosyal ağların
öğretimde kullanılmasına odaklanan birçok çalışma bulunmasına rağmen öğretimsel
açıdan tasarlanan ve sosyal ağ araçlarına odaklanan sınırlı sayıda çalışma
bulunmaktadır. Ayrıca sosyal ağların öğretimde kullanımı ile ilgili tüm
paydaşları karşılaştıran bir çalışma bulunmamaktadır. Bu nedenle amacı öğretim
faaliyeti olan Edmodo platformunun kullanılabilirliğinin ana paydaşlarca
(öğrenci, öğretmen, veli) değerlendirilmesi araştırmanın ana temel amacı olarak
belirlenmiştir. Araştırmaya 142 ortaokul öğrencisi, 6 öğretmen ve 17 veli
katılmıştır. Öğrenciler üç farklı gruba ayrılmış ve birinci grup süregelen
yöntemle, ikinci grup Moodle platformuyla, üçüncü grup ise Edmodo platformuyla
görevleri tamamlamıştır. Katılımcılardan veriler iki farklı ölçek ve görüşme
formlarıyla toplanmıştır. Nicel verilerinin toplanmasında Öğretim Materyali
Değerlendirme Ölçeği ve Öğretim Materyali’ne İlişkin Motivasyon Ölçeği, nitel
verilerinin toplanması içinse görüşme formu kullanılmıştır. Araştırma sonucunda
öğrencilerin Edmodo sistemini yüksek puanla değerlendirdikleri, bu
değerlendirmede Edmodo’nun Facebook arayüzünün etkisi olduğu yorumu
yapılmıştır. Öğretmenlerin Edmodo sistemine karşı olumlu görüş bildirmelerine
rağmen bu tür ortamlara içerik hazırlamada sorun yaşadıkları anlaşılmıştır.
Velilerin başta sosyal ağ olmak üzere dijital ortamlarda gizlilik kaygılarının
olduğu bu nedenle olumsuz bir tutum içinde oldukları anlaşılmış, Edmodo vb.
sistemlerle bu olumsuzlukların giderilebileceği sonucuna erişilmiştir.

Anahtar Kelimeler

Edmodo, sosyal medya, e-öğrenme

Kaynakça

• Alemdağ, E. (2013). Edmodo: Eğitsel bir çevrimiçi sosyal öğrenme ortamı. İnetTr’13, XVIII. Türkiye'de İnternet Konferansı 18.cilt (ss. 71-77). İstanbul Üniversitesi. 04/04/2019 tarihinde http://inet-tr.org.tr/inetconf18/bildiri/28.pdf adresinden erişilmiştir.
• Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., ve Tur, G. (2018). A model of factors affecting learning performance through the use of social media in Malaysian higher education. Computers and Education, 121, 59–72. https://doi.org/10.1016/j.compedu.2018.02.010
• Balakrishnan, V. ve Fanda, H. A. (2013). Social networks and e-learning: perceptions of students and academicians in tertiary institutions in Malaysia. M. Hamada (Ed.), E- learning: New technology, applications and future trends, chapter içinde (ss. 195-207). Nova Publishers.
• Balakrishnan, V., Liew, T. K. ve Pourgholaminejad, S. (2015). Fun learning with Edooware – A social media enabled tool. Computers & Education, 80, 39–47. https://doi.org/10.1016/j.compedu.2014.08.008
• Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30.
• Cheung, A.C. & Slavin R.E. (2013). The effectiveness of educational technology applications for enhancing mat- hematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113
• Chugh, R. ve Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605–616. https://doi.org/10.1007/s10639-017-9621-2
• Davis, F. D., Bagozzi, R. P. ve Warshaw, P. R. (1989). User acceptance of computer technology. Management Science, 35(8), 982–1003. http://dx.doi.org/10.1287/ mnsc.35.8.982.
• Dere, E., Avcı, Yucel, U., ve Yalçınalp, S. (2016). İlköğretim öğrencilerinin eğitsel bir çevrimiçi sosyal öğrenme ortamı olan Edmodo’ya ilişkin görüşleri. İlköğretim Online, 15(3), 804–819. https://doi.org/10.17051/io.2016.49794
• Dinçer, S. (2014). İlköğretim öğrencilerinin eğitsel yazılım kullanırken sergiledikleri davranışlar: Bir durum çalışması. Kastamonu Eğitim Dergisi, 22(3), 1323–1336.
• Dinçer, S. (2017). Ortaokul öğrencilerinin bilgisayar okuryazarlık düzeylerinin belirlenmesi ve ölçme-değerlendirme araçlarının yapısı. İlköğretim Online, 16(3), 1329–1349. https://doi.org/10.17051/ilkonline.2017.330261
• Dinçer, S. (2018). Are preservice teachers really literate enough to integrate technology in their classroom practice? Determining the technology literacy level of preservice teachers. Education and Information Technologies, 23(6), 2699–2718. https://doi.org/10.1007/s10639-018-9737-z
• Dinçer, S. (2018). Are preservice teachers really literate enough to integrate technology in their classroom practice? Determining the technology literacy level of preservice teachers. Education and Information Technologies, 23(6), 2699–2718. https://doi.org/10.1007/s10639-018-9737-z.
• Dinçer, S. ve Doğanay, A. (2015). The impact of pedagogical agent on learners’ motivation and academic success. Practice and Theory in Systems of Education, 10(4), 329–348. https://doi.org/10.1515/ptse-2015-0032
• Dinçer, S. ve Doğanay, A. (2016). Öğretim Materyali’ne İlişkin Motivasyon Ölçeği (ÖMMÖ) Türkçe uyarlama çalışması. İlköğretim Online, 15(4), 1131–1148. https://doi.org/10.17051/io.2016.19056
• Dinçer, S. ve Doğanay, A. (2017). The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load. Computers & Education, 111, 74–100. https://doi.org/10.1016/j.compedu.2017.04.005
• Edmodo (2019). Edmodo homepage. 18/04/2019 tarihinde https://new.edmodo.com/?go2url=/home adresinden erişilmiştir.
• Ellison, N. B., Steinfield, C., ve Lampe, C. (2007). The benefits of Facebook “friends:” social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143–1168. https://doi.org/10.1111/j.1083-6101.2007.00367.x
• Erden, M. ve Akman, Y. (1996). Eğitim psikolojisi. Ankara: Arkadaş Yayınevi.
• Gao, F., Luo, T. ve Zhang, K. (2012). Tweeting for learning: a critical analysis of research on microblogging in education published in 2008-2011. British Journal of Educational Technology, 43(5), 783-801.
• Greenhow, C. ve Askari, E. (2017). Learning and teaching with social network sites: a decade of research in K-12 related education. Education and Information Technologies, 22(2), 623-645. http://dx.doi.org/10.1007/s10639-015-9446-9.
• Greenhow, C. ve Robelia, B. (2009). Old communication, new literacies: Social network sites as social learning resources. Journal of Computer-Mediated Communication, 14, 1130–1161. http://dx.doi.org/10.1111/j.1083-6101.2009.01484.x.
• Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662–676. https://doi.org/10.1016/j.chb.2010.11.020
• Hew, K. F. ve Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5
• Hicks, K. (2019.). Understanding the top learning management systems edudemic. 18/04/2019 tarihinde http://www.edudemic.com/the-20-best-learning-management-systems/ adresinden erişilmiştir.
• Jones, N., Blackey, H., Fitzgibbon, K. ve Chew, E. (2010). Get out of MySpace! Computers & Education, 54(3), 776-782. Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.
• Madge, C., Meek, J., Wellens, J. ve Hooley, T. (2009). Facebook, social integration and informal learning at university: ‘It is more for socialising and talking to friends about work than for actually doing work’. Learning, Media & Technology, 34(2), 141–155.
• Manca, S. ve Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning envi- ronment. Journal of Computer-Assisted Learning, 29(6), 487-504.
• Manca, S. ve Ranieri, M. (2017). Implications of social network sites for teaching and learning. Where we are and where we want to go. Education and Information Technologies, 22(2), 605-622. http://dx.doi.org/10.1007/s10639-015-9429-x.
• Mao, J. (2014). Social media for learning: A mixed methods study on high school students’ technology affordances and perspectives. Computers in Human Behavior, 33, 213–223. https://doi.org/10.1016/j.chb.2014.01.002
• Moran, M., Seaman, J. ve Tinti-Kane, H. (2012). Blogs, wikis, podcasts and Facebook: how today's higher education faculty use social media. Pearson Learning Solutions and Babson Survey Research Group.
• Muilenburg, L. Y. ve Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
• O'Keeffe, G. S. ve Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804.
• Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 129, 143–158. https://doi.org/10.1016/j.compedu.2018.11.003
• Rambe, P. (2013). Converged social media: Identity management and engagement on Facebook mobile and blogs. Australasian Journal of Educational Technology, 29(3), 315-336.
• Rau, P. L. P., Gao, Q. ve Ding, Y. (2008). Relationship between the level of intimacy and lurking in online social network services. Computers in Human Behavior, 24(6), 2757–2770. https://doi.org/10.1016/j.chb.2008.04.001
• Roblyer, M. D., McDaniel, M., Webb, M., Herman, J. ve Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13, 134–140. https://doi.org/10.1016/j.iheduc.2010.03.002
• Rodríguez-Hoyos, C., Haya Salmon, I., & Fernandez-Díaz, E. (2015). Research on SNS and education: the state of the art and its challenges. Australasian Journal of Educational Technology, 31(1), 100-111.
• Shapiro, H. B., Lee, C. H., Wyman Roth, N. E., Li, K., Çetinkaya-Rundel, M. ve Canelas, D. A. (2017). Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers. Computers & Education, 110, 35–50. https://doi.org/10.1016/j.compedu.2017.03.003.
• Tess, P. A. (2013). The role of social media in higher education classes (real and virtual)-A literature review. Computers in Human Behavior, 29(5), A60-A68.
• Thongmak, M. (2013). Social network system in classroom: Antecedents of edmodo adoption. Journal of E-Learning and Higher Education, 2013, 1–15. https://doi.org/10.5171/2013.657749
• Trust, T. (2017). Motivation, empowerment, and innovation: Teachers’ beliefs about how participating in the Edmodo math subject community shapes teaching and learning. Journal of Research on Technology in Education, 49(1–2), 16–30. https://doi.org/10.1080/15391523.2017.1291317
• Ünal, Ç. (1992). Bilgisayar destekli eğitim yaklaşımlarının ilköğretimde uygulanabilirliği ve ilköğretim için geliştirilmiş bir ders yazılımının değerlendirilmesi. Yayınlanmamış yüksek lisans tezi. Eskişehir: Anadolu Üniversitesi Sosyal Bilimler Enstitüsü.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard Uni- versity Press.