دانلود رایگان مقاله نوظهوری در استفاده از شبکه اجتماعی توسط معلمان پیشرو در کلاس ها

Abstract

We report on a study on the ways leading teachers in secondary schools use social networks while interacting with their students. We undertook in-depth interviews with five leading teachers, and analyzed logs of interactions in order to identify teaching practices combining social networks. One teacher considerably strengthened her traditional teaching practices to control students according to a pedagogical approach of transmission of knowledge. We found that four teachers fostered social learning, autonomy and active engagement among their students. They thereby fostered the constitution of a learning community – of inquiry, or a moral community, through the use of social network sites. Additionally, we identified the distinctive role of social networks in contributing to the students’ learning to be part of their community.

5. Future research and practical implications

We have observed champion teachers who used SNSs to implement new pedagogies. We based our observations on SNS conversations among students, on some of their products and on semi-structured interviews of the teachers. This approach is incomplete. For example, we did not include reports by the students who experienced SNSs-based pedagogies. Students’ testimonies about their experiences of learning with SNSs, especially about their communal experiences, is a natural research direction that should provide a more complete picture of the pedagogical changes that SNS trigger among championteachers. As already noticed, the choice of the five champion-teachers relied on Asterhan and Rosenberg’s study in which ‘regular’ interviewed teachers mentioned these champion-teachers as disrupting traditional pedagogies. These ‘regular teachers’ did not adopt their pedagogies, but knew about their practices, since the champion-teachers were proactive and shared their ‘stories’ widely. We anticipate that sharing these examples will support other teachers in using SNSs to enhance their pedagogy, both by providing them with pedagogical models that they might adapt for their own discipline and by showing the ways in which they can advance ideals of democracy, collaboration, creativity and respectful criticism.