Media In Educational Contexts Research Articles

The Effect of Audio Visual Media on the Skills of Translating Negotiation Text from Dialogue Form to Narrative Form of Phase E Students of UN P Laboratory Development High School

This research aims to elucidate the impact of audiovisual media on the skills of Phase E students at the UNP Laboratory Development High School in converting negotiation texts from dialogue to narrative form. The study adopts a one-group pretest-posttest design, with a sample consisting of 31 students from Phase E1. Data collected include the students' scores in converting negotiation texts from dialogue to narrative form, assessed both before and after the implementation of audiovisual media. The findings indicate the following: First, prior to the use of audiovisual media, the students' average skill score was 70.16, placing it within the 66-75% range, which is classified as more than adequate (LdC). Second, following the use of audiovisual media, the average score increased to 80.38, within the 76-85% range, corresponding to a good qualification (B). Third, the use of audiovisual media was found to have a significant effect on the students' skills in converting negotiation texts, as evidenced by a tvalue that exceeds the critical ttable value (4.19 > 1.70). This research contributes valuable insights into the application of audiovisual media in educational contexts and underscores the importance of technology in enhancing the quality of Indonesian language instruction. The results provide a foundation for educators to develop more effective and interactive pedagogical strategies in the future.

Enhancing English Language Learning in Higher Education through Instagram: A Design and Development Approach

This study investigates the utilization of Instagram as a tool for enhancing English language learning among higher education students. Amidst the growing influence of social media on student lifestyles, the research aimed to harness Instagram's potential for educational purposes, particularly in language acquisition. Employing a Design and Development (D&D) approach with the four-dimensional (4D) model - Define, Design, Development, and Dissemination - the study focused on creating and implementing English learning materials tailored for the Instagram platform. The research methodology included the use of a questionnaire to assess the effectiveness of the instructional materials. These materials were validated by a panel consisting of two media experts, two language experts, and two material experts, ensuring content validity. The study involved a purposively selected sample of 30 students, emphasizing first-semester English majors who were active Instagram users. This approach facilitated an evaluation of the reliability and validity of the instructional materials and the research instrument. Key findings indicated that Instagram as a learning platform significantly boosted student engagement and interaction in English language learning. The study revealed the importance of social media, particularly Instagram, in fostering a more interactive and engaging learning environment. However, the research faced limitations due to its reliance on self-reported data and its focus on a specific student demographic. The study recommends future research to expand beyond first-semester English majors and explore various social media content types for effective educational outcomes. Longitudinal studies and qualitative research methods are suggested to gain deeper insights into student interactions with social media in educational contexts. This research underscores the potential of integrating social media platforms like Instagram into educational curricula, tailored to the digital habits and preferences of contemporary students.

Executive functions, self-regulation and social media for peace-based inclusive education

This article comprehensively explores the critical interplay between executive functions (EFs), self-regulation, and social media in promoting a peaceful and inclusive educational environment. The study emphasizes the significance of EFs in regulating cognitive processes and coping with new challenges, focusing on the prefrontal cortex (PFC) and its interconnected neural circuits. Addressing the relevance of EFs in conflict resolution, emotional regulation, and metacognitive practices, the research investigates how they contribute to constructive conflict-resolution, emotional maturity, and responsible online behavior in educational settings. Furthermore, the bidirectional relationship between prosocial behaviors and EFs is explored, revealing their mutual reinforcement during early childhood and beyond. The article discusses the benefits and challenges of social media in educational contexts, highlighting the importance of mindful usage to promote positive interactions and empathy among students, educators, and stakeholders. Adopting a holistic approach, the study examines successful self-regulation practices and approaches that empower individuals to navigate negative emotions and cultivate positive relationships within groups. Additionally, the review sheds light on the potential implications of EFs and self-regulation in neurodevelopmental disorders, such as autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). It identifies shared genetic bases and neurobiological underpinnings, offering valuable insights for developing targeted interventions to enhance executive function skills in affected populations. The findings have practical implications for professionals in education, parents, and policymakers, emphasizing the importance of nurturing emotional regulation, promoting metacognitive practices, and ensuring responsible social media use to create a harmonious and inclusive educational environment. The article aims to provide valuable insights for researchers and practitioners seeking to cultivate empathy, support positive conflict resolution, and facilitate the holistic development of students and stakeholders in educational and intimate learning environments.

Popular Pedagogy in the Times of COVID-19: Digital School or Digital Culture

This work seeks to reflect upon the importance of critical training in the use of digital media in educational contexts. In such a period in which the school is necessarily forced to become 'digital', one wonders if this complex, and probably necessary, path of renewal brings along an equally and devoted commitment regarding better practices concerning educational intentionality with the use of the new technologies. Therefore, it is in this direction that we have chosen to bring critical research about a reading experience in the Brazilian context. It is an experience that highlights the importance of a perspective of social emancipation where action and reflection are intimately connected and translate into the promotion of a "praxis" that is critically deepened against the hegemonic thought of neoliberalism, which is, at the same time, dispersive. We defend a reading perspective against the manipulations of oppressors who, thanks to the web, feed hate, racists, and misogynist ideas, which are contrary to any kind of equality among human beings. Along with this perspective, the role of educational agencies is invested with an enormous responsibility in promoting digital literacy that provides everyone, especially young people, with tools capable of allowing management and the critical use of the enormous amount of information in which we are immersed. Today, it is important to strive for perspectives of education based on freedom, on the autonomy and the construction of truly democratic societies, in which the benefits and responsibilities of the democratic rule of law can be shared by all people, regardless of their color, origin, religion, sex.

Emotions in Media Education: How media based emotions enrich classroom teaching and learning

This article introduces an area of interdisciplinary research in the intersection of education science, media studies, communication studies and media psychology. The article views media as learning objects, teaching media and learning tools in a socially networked environment, and examines the relationship between emotions and media in educational practice. The practical examples presented and theoretically analysed in this article also demonstrate how digital media in educational contexts draw on emotions to foster processes of reflection and action-oriented learning. Learners are activated by teaching and learning media which have a connection to their lifeworlds, and by active media work and working methods which are based on interactionist and constructivist theories. These may also contribute to the acquisition of wide-ranging competence experience and support learners' social relatedness and participation.

How Users Review Frequently Used Apps and Videos Containing Mathematics

Hardly any other topic is currently as much the focus of social and scientific interest as the use of digital media in educational contexts. In this project, we examine the user perspective. We will explore which findings can be generated from freely accessible user reviews within the app stores and on YouTube regarding users’ personal backgrounds, the usage contexts, emotions and attitudes, as well as the subjectively perceived qualities and shortcomings of digital learning offerings. 1268 user reviews of frequently used apps and explanatory videos with content from primary and secondary school mathematics form the data basis of the article. The results indicate that the selected digital learning opportunities are predominantly evaluated positively by the users, whereby the perceived qualities mentioned are rather to be classified as surface features. Perceived shortcomings of the digital learning opportunities are mentioned rarely. Regardless of whether the content of the digital learning opportunities is curricularly located in the primary or secondary level, they are more likely to be used by learners from the secondary level. The users also state that they use the learning opportunities primarily for exam preparation as well as for learning and understanding mathematics. However, the latter two fields of uses seem less suitable from a subject didactic perspective.

Digital Diversity

Digital teaching and learning and diversity-sensitive teaching are often researched independently. This can quickly lead to overlooking the common origin of digitization (or early Internet culture) and an emancipatory diversity-sensitive stance. Uncovering the common origin in the emancipation movements at (US) universities in the 1960s to the early 1980s allows for practical consequences for a diversity-sensitive use of digital media in educational contexts. To accomplish this, the presentation is divided into three steps. In the first step, the development of a diversity-sensitive attitude will be reconstructed, and in the second step, the development of early Internet culture. Based on this genealogical reconstruction work, a competence model for a diversity-sensitive use of digital media in educational contexts will be presented.

Academic, social, and cultural learning in the French #bac2018 Twitter hashtag.

Despite the continued use of social media in educational contexts, there remains skepticism about whether platforms like Twitter can actually contribute to learning. In this paper, we argue that such skepticism is based on an overly narrow conception of learning that focuses on academic performance and disregards other manifestations. To advance this argument, we document use of the #bac2018 Twitter hashtag in the month leading up to the 2018 baccalauréat exams (the “bac”), which are significant not only for their role in the French educational system but also for their connections with broader French society and culture. We found that participants engaged in sharing notes; slacking, doubting, and fearing; requesting retweets; preferring topics; complaining; connecting with bac heritage and experience; joking; and showing awareness of time. In keeping with the significance of the bac, we found that these practices within the #bac2018 hashtag were associated with not only academic learning but also social and cultural practices that are significant despite their absence from any formal curriculum. These findings underline the complexity and richness that characterizes learning—especially in digital contexts.

Knowing Me, Knowing You: Teachers' Perceptions of Communication with their Students on Facebook

Aim/Purpose: The purpose of the current study is to explore positive and negative aspects of teacher-teacher communication via Facebook, as perceived by teachers in secondary education. Background: Teacher-student relationship is key to teachers’ wellness and professional development and may contribute to positive classroom environment. In recent years, as social networking sites (e.g., Facebook) became popular, these connections have extended to such platforms. However, most studies of the use of social networking sites in the school context are pedagogically-driven, and research on the ways teacher-student relationship is facilitated by these platforms is meager. Methodology: We utilized a qualitative approach, analyzing responses to open-ended questions about this topic by middle- and high-school teachers’ all across Israel (N=180). We used both top-down and bottom-up analyses. Contribution: This study contributes to the growing literature about the overall impact of using social networking sites on the educational milieu. Specifically, it contributes by shedding light on teachers’ perspectives of that phenomenon. Insights from this study are important for educators and education policy makers. Findings: Overall, teachers who were connected to their students de facto, as well as teachers who expressed a wish to be connected to their students, acknowledged the advantages of befriending their students on Facebook, in terms of both teacher- and student benefits. Teachers’ overall viewpoint on the negative aspects of Facebook-connections with students is multifaceted. As such, our findings highlight the complexity of using social networking sites by teachers. Recommendations for Practitioners: We recommend that educators who wish to extend the relationship with their student to online platforms do so wisely, taking advantage of the benefits of using these platforms, and being aware of (and cautious about) potential draw-backs. We encourage educators to learn more about the potential uses of social networking sites and instant messaging services, and then to examine whether these uses may fit their educational agenda. We recommend that education policymakers make evidence-based decisions regarding the use of social networking sites by teachers and encourage school communities to discuss these issues together. Recommendation for Researchers: As technology develops rapidly, we recommend that researchers examine the topics raised in the current research with regards to other platforms, in order to better understand the technological aspects that may affect students’ perceptions of the use of social networking sites and instant messaging services to communicate with their students. The issues studied here should also be studied in different cultural contexts. We recommend broadening the research and making results available to policymakers when making decisions regarding social media in educational contexts. Impact on Society: Understanding teachers’ perspectives of their relationship with their students in today’s digital, networked world gives us a better understanding of the changing role of teachers; hence, it may assist in planning teacher training and professional development, with the ultimate goal of realizing a better educational system. Future Research: Future studies should focus on other social networking sites and instant messaging services, as well as on other countries and cultures.

Social media in education contexts: implicationsfor critical media literacy and ethical challenges for teachers and educational institutions in Namibia

The proliferation of social media and its use by students has raised a lot of research interest in attempts to seek ways of appropriating these new technologies for instructional and learning purposes. Critical media literacy deals with the critical analysis of various popular culture media in terms of their ideological and power implications, as well as the meaning of their messages. Although critical media literacy views new media as beneficial in their democratised nature, concerns remain about students’ ability to decipher and analyse the content that they both consume and create through social media. The two can be termed critical consumption and creation respectively. Similarly, social media poses potential ethical challenges for the teaching profession and for educational institutions. This is a qualitative research that employed the Phenomenography method where data was collected through focus group interviews. The paper sheds light on student teachers’ current social media practices. Analysing student teachers’ social media practices through the lens of critical media literacy, the paper highlights potential ethical challenges that are encountered while using social media in educational contexts. Recommendations include critical and ethically considerate approaches to using social media in educational contexts, as well as methods of incorporating the teaching critical media literacy skills in teacher education curricula.

How We Use and Are Used by Social Media in Education

AbstractIn this article, Nicholas C. Burbules explores the effects of various social media on the ways people communicate, and the implications of these effects for the use of social media in educational contexts. Facebook, Twitter, and a host of other applications are being used in increasing numbers, especially by young people. It is where they live, share, and learn, so it is to be expected that educators would want to find ways to use these technologies to engage them. At the same time, however, these new media come with a host of issues and dangers as well as possibilities. Creative educators need to be aware of these in weighing the advantages and disadvantages of social media for educational purposes.

Use of sexuality-focused entertainment media in sex education

The literature on the impact of entertainment media on sex education is typically pathology-focused, unclear regarding the effects of such usage, and void of dialogue between those who actually work in the areas of sexuality education and entertainment. To address this gap, this paper is the product of joint authorship between media figures from varied sexually-focused programming fields and academics who teach and conduct research in the areas of sexuality and relational health. The authors focus on the role that various forms of entertainment media play in educating members of the public and college classrooms in the areas of sex and sexuality. Additionally, examples of the inclusion of entertainment media in educational contexts are discussed.

Acceptance Factors and Current Level of Use of Web 2.0 Technologies for Learning in Higher Education: a Case Study of Two Countries

The use of Web 2.0 technology tools or social media in educational context is being emphasized in recent times in different parts of the world and this has brought about a significant increase in the number of educational institutions who are aware of their usefulness when either implementing them as a separate system or incorporating them into their learning management systems. However, there is little research on the acceptance and how much these tools are currently being used for learning hence the need for more empirical studies to investigate factors that would influence acceptance and increase the use of these technologies. The study developed hypotheses and a research model which was operationalized into a questionnaire administered to academics and students in Scotland and Nigeria. 317 responses were received from Nigeria and 279 from Scotland. Analysed data was used to validate the research model that is aimed at explaining acceptance and present level of use of Web 2.0 technology tools in learning environments.

The Temporal Dimensions of E-Learning

Time has been included as a crucial explicative factor in many of the most influential learning theories which have emerged since the last century. Although the idea of time has not always been considered in the same way, almost all the approaches that have dealt with educational phenomena have incorporated time as a key issue. This is true in approaches as different as the behaviourism of Skinner (1968), the genetic epistemology of Piaget (1980), the cultural psychology of Vygotsky (1978), or the didactics of Carroll (1984), just to enumerate some of them. With the emergence and distribution of digital media, and with the introduction of these media in educational contexts, educational scientists face some interesting challenges related to the role of time in educational processes. Thus, the mediation of digital media has transformed the very nature of educational processes (Harasim, 2000) and time is one of the most deeply transformed aspects in learning processes. This important incidence of digital media on time poses several challenges to be addressed by social scientists and educational researchers. In this special issue we focus mainly on two of these important challenges: 1. How digital media challenge the notion of time itself and how time can be understood in this digital era. 2. How the digital affordances of time influence educational dialogue. We are pleased to present in this issue nine articles: four mainly addressing the first challenge, and five mainly addressing the second. The first four articles discuss the meaning and the nature of the notion of time. Thus, the article by Terras and Ramsay, entitled ‘A Psychological Perspective on the Temporal Dimensions of E-learning’, distinguishes between physical time and psychological time. The authors then discuss psychological time in greater depth and, from this discussion, the authors identify several challenges which e-learning poses for learners’ psychological time, as well as a set of skills necessary to address these challenges. The article by Shaw, entitled ‘Heidegger and E-learning: overthrowing the traditions of pedagogy’, examines this same distinction between physical and psychological time through the lens of Heidegger, and proposes the concept of ‘care’ as overcoming this ontological dichotomy. The article by Mathew, ‘E-learning, Time and Unconscious Thinking’, focuses again on psychological time and tries to examine and explain its nature by using some of Freud’s explanatory concepts. The article by Gourlay, entitled ‘Creating Time: students, technologies and temporal practices in higher education’, takes a more empirical approach to the notion of time and tries to describe, based on focus groups and longitudinal multimodal journaling, how e-learners understand and experience time in their digitally mediated practices. The other five articles in the issue address the second challenge mentioned earlier: they examine how time intervenes in online dialogue and interaction. Thus, the article by Oztok, Wilton, Lee, Zingaro, MacKinnon, Makos, Phirangee, Harwood, Brett and Hewitt, named ‘Polysynchronous: dialogic construction of time in online learning’, challenges the traditional timebased distinction in online dialogue between synchrony and asynchrony, and proposes viewing online interaction through the concept of polysynchrony, which overcomes that traditional

Media as nexus of practice: remaking identities in What Not to Wear

In this conceptual piece, we examine media as a nexus of a traditional schooling pedagogy and performance pedagogy to make visible how their overlapping elements produce media's pervasive educative force but also to gain a deeper understanding of the complexities of using media in educational contexts. Nexus analysis examines a fashion makeover television program – What Not to Wear (WNTW) – as an embodied lesson that produces identity revision but also disjunctures and slippages that enable critical responses and productive remakings. WNTW is a dramatization of remediation of one woman's (portrayed) lived practices and clothing choices which are read on her body as personal expression of fashion trends. These globalized lessons with body texts require new ways of reading and responding that allow learners/viewers to see the power relations that construct particular identity performances as errors and cultural practices and ethnicities as unacceptable.

Confronting the Challenges of Critical Digital Literacy: An Essay Review Critical Constructivism: A Primer

This essay review connects Joe L. Kincheloe's Critical Constructivism on epistemological analysis to the conceptual and sociopolitical challenges of new media in educational contexts. New media is a domain of educational research that has taken ubiquitous directions in recent scholarship. From cyber-bullying to digital rights management to the development of new literacies and the Orwellian nature of plagiarism watchdog sites like Turnitin.com, teachers are wary of tapping new media resources or “vehicles” to enhance their more traditional instructional strategies and have little impetus to develop what may be called critical digital literacy skills for themselves or their students. In 12 efficacious points, Joe L. Kincheloe's Critical Constructivism: A Primer ushers readers through complex processes of teaching and learning, knowledge construction, and cognition, as well as necessary examinations of the social, historical, and cultural contexts in which the knower and known are situated. The key understandings of critical constructivism are further explored in this review by evaluating its pedagogical applications and possibilities for teachers and learners confronting the challenges of navigating the vehicles (Web sites, online gaming, any form of online community/social environment ad, use of personal digital communication devices, ad infinitum) of new media in and beyond the classroom for the purposes of gaining what may be termed as critical digital literacy. Kincheloe's primer offers teachers, students and researchers an accessible epistemological manual equipped with definitions of concepts and terms emboldened and spotlighted throughout the text, in addition to its convenient glossary compiled in the back of the text. At face value, teachers, preservice teachers, and teacher educators are provided with a practical heuristic for crossing the great divide from the abstract domains of pedagogical theory to the inviting shores of teacher and learner cognition and practice.