Research Article
BibTex RIS Cite

Öğretmen adaylarının derslerde bir eğitsel sosyal ağ kullanımına ilişkin görüşleri

Year 2021, Volume: 7 Issue: 4, 55 - 79, 27.10.2021
https://doi.org/10.51948/auad.984056

Abstract

Bu çalışmanın amacı öğretmen adaylarının derslerde bir eğitsel sosyal ağ (Edmodo) kullanımına ilişkin görüşlerini belirlemektir. Çalışmada nitel araştırma desenlerinden durum çalışması kullanılmıştır ve veriler yarı yapılandırılmış görüşme yöntemi kullanılarak toplanmıştır. Araştırmanın çalışma grubu Türkiye’nin batısında bulunan bir üniversitenin eğitim fakültesinin bilgisayar ve öğretim teknolojileri eğitimi bölümünün üçüncü sınıfında öğrenim gören 27 öğretmen adayıdır. Katılımcılar amaçsal örnekleme yöntemlerinden ölçüt örnekleme yöntemine göre belirlenmiştir. Görüşmelerden elde edilen veriler içerik analizi yöntemiyle analiz edilip kodlanmıştır. Çalışma sonucunda öğretmen adaylarının iletişim sağlama, kullanım kolaylığı, kaynaklara ulaşım, ders takibi, öğrenme kolaylığı, bilgiye erişim, geribildirimin hızı, ödev yüklemede kolaylık, sorumluluk bilinci sağlaması açısından derslerde eğitsel sosyal ağ kullanımı hakkında olumlu görüşlerinin olduğu görülmüştür. Çalışmaya katılan öğretmen adayları arayüz ile ilgili sorunlar, internet problemi, amaç dışı kullanım, anında geri dönüt verilmemesi, ödev teslim sorunları ve dosya boyutu sorunu açılarından olumsuz görüşler belirtmişlerdir.

Supporting Institution

-

Project Number

-

Thanks

-

References

  • Ajan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: Theory and empirical tests. Internet and Higher Education, 11(2), 71-80. https://doi.org/10.1016/j.iheduc.2008.05.002
  • Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., & 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
  • Aldemir, T., Çelik, B. & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. https://doi.org/10.1016/j.chb.2017.10.001
  • Amerika Okul Kütüphaneleri Birliği (American Association of School Librarians) [AASL] (2011). 2011 top 25 websites for teaching and learning. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/standards/websites/docs/BW_Bookmark2011.pdf
  • Arroyo, C. G. (2011). On-line social networks: Innovative ways towards the boost of collaborative language learning. https://conference.pixel-online.net/conferences/ICT4LL2011/common/download/Paper_pdf/CLL16-428-FP-Gonzalez-ICT4LL2011.pdf
  • 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
  • Balasubramanian, K., Jaykumar, V., & Fukey, L. N. (2014). A study on student preference towards the use of Edmodo as a learning platform to create responsible learning environment. Procedia-Social and Behavioral Sciences, 144, 416-422. https://doi.org/10.1016/j.sbspro.2014.07.311
  • Baştuğ, İ., Solmaz, İ., Kaledibi, F. & İşbulan, O. (2016, Ekim). 5. ve 6. sınıf öğrencilerinin programlama eğitiminde Edmodo kullanımına yönelik görüşlerinin değerlendirilmesi. 4th International Instructional Technologies & Teacher Education Symposium: Re-Discover Learning with Digital Learners içinde (s. 76-84). Fırat Üniversitesi, Elazığ. https://ittes.org.tr/dosyalar/files/IttesArsivi/2016/fulltext-proceeding-ittes2016.pdf
  • Chugh, R., & 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
  • Conole, G., & Culver, J. (2010). The design of cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs. Computers and Education, 54(3), 679-692. https://doi.org/10.1016/j.compedu.2009.09.013
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Sage.
  • Çankaya, S., Durak, G., & Yünkül, E. (2014). Using educational social networking sites in higher education: Edmodo through the lenses of undergraduate students. European Journal of Educational Technology, 1(1), 3-23. https://ejetech.org/index.php/EJETECH/article/view/9/4
  • Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş (Genişletilmiş 3. Baskı). Celepler Matbaacılık.
  • Dere, E., Avcı Yücel, U., & 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. (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
  • Durak, G., Çankaya, S., & Yünkül, E. (2014). Eğitimde eğitsel sosyal ağ sitelerinin kullanımı: Edmodo örneği. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 41, 309-316. https://dergipark.org.tr/en/download/article-file/55994
  • Durak, G., Çankaya, S., Yünkül, E., & Öztürk, G. (2017). The effects of a social learning network on students’ performances and attitudes. European Journal of Education Studies, 3(3), 312-333. https://doi.org/10.5281/zenodo.292951
  • Edmodo (2021). Edmodo homepage. https://new.edmodo.com/?go2url=/home
  • Gülbahar, Y., Kalelioğlu, F., & Madran, O. (2010, Aralık). Sosyal ağların eğitim amaçlı kullanımı. XV. Türkiye’de İnternet Konferansı. İstanbul, Türkiye. http://inet-tr.org.tr/inetconf15/inet-tr10-ozet.html
  • Günbaş, N. & Yıldız, H. (2020). Matematik öğretim programı dersinde Edmodo sosyal paylaşım platformunun kullanımı: Öğretmen adaylarının görüşleri. Bayburt Eğitim Fakültesi Dergisi, 15(29), 109-129. https://doi.org/10.35675/befdergi.478788
  • Hamutoğlu, N. B., & Kıyıcı, M. (2017). Bir eğitsel sosyal ağ olarak Edmodo’nun yükseköğretimde kullanımı hakkındaki öğrenci görüşlerinin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 322-343. https://doi.org/10.24315/trkefd.290573
  • Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162-171. https://doi.org/10.1016/j.compedu.2011.08.004
  • Kazez, H., & Bahçeci, F. (2016). BÖTE bölümü öğretmen adaylarının Edmodo kullanımına dair görüşlerinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 5(1), 9-20. http://www.jret.org/FileUpload/ks281142/File/02a.habibe_kazez.pdf
  • Kılıçkaya, F. (2012). Edmodo: Make your language classroom a community. AATSEEL Newsletter, 55(1), 7-10. http://www.aatseel.org/100111/pdf/aatseelfeb12nl.pdf
  • Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in human behavior, 26(6), 1237-1245. https://doi.org/10.1016/j.chb.2010.03.024
  • Kongchan, C. (2012, November). How a non-digital-native teacher makes use of Edmodo. 5th International Conference ICT for Language Learning. Florence, Italy. https://conference.pixel-online.net/conferences/ICT4LL2012/common/download/Paper_pdf/90-IBT18-FP-Kongchan-ICT2012.pdf
  • Kurt, Ç. S. (2017). Bir harmanlanmış öğrenme deneyimi. İlköğretim Online, 16(2), 860-886. https://doi.org/10.17051/ilkonline.2017.304740
  • Kuzgun, H., & Özdinç, F. (2017). Eğitsel sosyal ağ ortamı Edmodo’nun kullanılabilirliğinin incelenmesi. Kuramsal Eğitimbilim Dergisi, 10(2), 274-297. https://doi.org/10.5578/keg.54103
  • 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
  • McLoughlin, C. E., & Lee, M. J. W. (2008) Future learning landscapes: transforming pedagogy through social software. Innovate: Journal of Online Education, 4(5), 539. https://nsuworks.nova.edu/innovate/vol4/iss5/1
  • McLean, K., Edwards, S., & Morris, H. (2017). Community playgroup social media and parental learning about young children's play. Computers & Education, 115, 201-210. https://doi.org/10.1016/j.compedu.2017.08.004
  • Muilenburg, L. Y., & 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
  • Özmen, F., Aküzüm, C., & Sünkür, M. (2012). Sosyal ağ sitelerinin eğitsel ortamlardaki işlevselliği. Education Sciences, 7(2), 496-506. https://dergipark.org.tr/tr/download/article-file/185434
  • Porcel, C., Ching López, A., Lefranc, G., Loia, V., & Herrera Viedma, E. (2018). Sharing notes: An academic social network based on a personalized fuzzy linguistic recommender system. Engineering Applications of Artificial Intelligence, 75, 1-10. https://doi.org/10.1016/j.engappai.2018.07.007
  • 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
  • Sanders, K. S. (2012). An examination of the academic networking site Edmodo on student engagement and responsible learning (Yayımlanmamış doktora tezi). College of Education, University of South Carolina.
  • Sarrab, M., Elbasir, M., & Alnaeli, S. (2016). Towards a quality model of technical aspects for mobile learning services: An empirical investigation. Computers in Human Behavior, 55, 100-112. https://doi.org/10.1016/j.chb.2015.09.003
  • Shapiro, H. B., Lee, C. H., Wyman Roth, N. E., Li, K., Çetinkaya-Rundel, M., & 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
  • Sırakaya, M. (2014, Eylül). Öğretmen adaylarının Edmodo hakkındaki görüşleri. 8th International Computer & Instructional Technologies Symposium. Edirne, Türkiye. https://dosyalar.trakya.edu.tr/egitim/docs/Kongreler/ICITS2014_TamMetin.pdf
  • 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
  • Toğay, A., Akdur, T. E., Yetişken, İ. C., & Bilici, A. (2013, Ocak). Eğitim süreçlerinde sosyal ağların kullanımı: Bir MYO deneyimi. XIV. Akademik Bilişim Konferansı. Antalya, Türkiye. https://ab.org.tr/ab13/bildiri/302.pdf
  • Warner, B., & Esposito, J. (2009). What's not in the syllabus: Faculty transformation, role modeling and role conflict in immersion service-learning courses. International Journal of Teaching and Learning in Higher Education, 20(3), 510-517. https://files.eric.ed.gov/fulltext/EJ869335.pdf
  • Weber, A. (2012). Considerations for social network site SNS use in education. International Journal of Digital Information and Wireless Communications, 2(4), 306-321. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.845.8132&rep=rep1&type=pdf
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.

Opinions of pre-service teachers on the use of an educational social networks in lessons

Year 2021, Volume: 7 Issue: 4, 55 - 79, 27.10.2021
https://doi.org/10.51948/auad.984056

Abstract

The aim of this study is to determine the opinions of pre-service teachers on the use of an educational social network in lessons. Case study, one of the qualitative research designs, was used in the study and the data were collected using semi-structured interview method. The study group of the research are 27 pre-service teachers studying in the third year in the department of computer education and instructional technology from a faculty of education at a university located in the west of Turkey. Participants were determined according to the criterion sampling method, one of the purposive sampling methods. The data obtained from the interviews were analyzed and coded by the content analysis method. As a result of the study, it was seen that the pre-service teachers had positive opinions about the use of educational social network in their lessons in terms of communication, ease of use, access to resources, course follow-up, ease of learning, access to information, speed of feedback, ease of submitting homework, and sense of responsibility. However, the pre-service teachers who participated in the study stated negative opinions in terms of interface problems, internet problem, misuse, not giving immediate feedback, problems in submitting homework, and file size problem.

Project Number

-

References

  • Ajan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: Theory and empirical tests. Internet and Higher Education, 11(2), 71-80. https://doi.org/10.1016/j.iheduc.2008.05.002
  • Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., & 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
  • Aldemir, T., Çelik, B. & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in Human Behavior, 78, 235-254. https://doi.org/10.1016/j.chb.2017.10.001
  • Amerika Okul Kütüphaneleri Birliği (American Association of School Librarians) [AASL] (2011). 2011 top 25 websites for teaching and learning. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/standards/websites/docs/BW_Bookmark2011.pdf
  • Arroyo, C. G. (2011). On-line social networks: Innovative ways towards the boost of collaborative language learning. https://conference.pixel-online.net/conferences/ICT4LL2011/common/download/Paper_pdf/CLL16-428-FP-Gonzalez-ICT4LL2011.pdf
  • 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
  • Balasubramanian, K., Jaykumar, V., & Fukey, L. N. (2014). A study on student preference towards the use of Edmodo as a learning platform to create responsible learning environment. Procedia-Social and Behavioral Sciences, 144, 416-422. https://doi.org/10.1016/j.sbspro.2014.07.311
  • Baştuğ, İ., Solmaz, İ., Kaledibi, F. & İşbulan, O. (2016, Ekim). 5. ve 6. sınıf öğrencilerinin programlama eğitiminde Edmodo kullanımına yönelik görüşlerinin değerlendirilmesi. 4th International Instructional Technologies & Teacher Education Symposium: Re-Discover Learning with Digital Learners içinde (s. 76-84). Fırat Üniversitesi, Elazığ. https://ittes.org.tr/dosyalar/files/IttesArsivi/2016/fulltext-proceeding-ittes2016.pdf
  • Chugh, R., & 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
  • Conole, G., & Culver, J. (2010). The design of cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs. Computers and Education, 54(3), 679-692. https://doi.org/10.1016/j.compedu.2009.09.013
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Sage.
  • Çankaya, S., Durak, G., & Yünkül, E. (2014). Using educational social networking sites in higher education: Edmodo through the lenses of undergraduate students. European Journal of Educational Technology, 1(1), 3-23. https://ejetech.org/index.php/EJETECH/article/view/9/4
  • Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş (Genişletilmiş 3. Baskı). Celepler Matbaacılık.
  • Dere, E., Avcı Yücel, U., & 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. (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
  • Durak, G., Çankaya, S., & Yünkül, E. (2014). Eğitimde eğitsel sosyal ağ sitelerinin kullanımı: Edmodo örneği. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 41, 309-316. https://dergipark.org.tr/en/download/article-file/55994
  • Durak, G., Çankaya, S., Yünkül, E., & Öztürk, G. (2017). The effects of a social learning network on students’ performances and attitudes. European Journal of Education Studies, 3(3), 312-333. https://doi.org/10.5281/zenodo.292951
  • Edmodo (2021). Edmodo homepage. https://new.edmodo.com/?go2url=/home
  • Gülbahar, Y., Kalelioğlu, F., & Madran, O. (2010, Aralık). Sosyal ağların eğitim amaçlı kullanımı. XV. Türkiye’de İnternet Konferansı. İstanbul, Türkiye. http://inet-tr.org.tr/inetconf15/inet-tr10-ozet.html
  • Günbaş, N. & Yıldız, H. (2020). Matematik öğretim programı dersinde Edmodo sosyal paylaşım platformunun kullanımı: Öğretmen adaylarının görüşleri. Bayburt Eğitim Fakültesi Dergisi, 15(29), 109-129. https://doi.org/10.35675/befdergi.478788
  • Hamutoğlu, N. B., & Kıyıcı, M. (2017). Bir eğitsel sosyal ağ olarak Edmodo’nun yükseköğretimde kullanımı hakkındaki öğrenci görüşlerinin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 322-343. https://doi.org/10.24315/trkefd.290573
  • Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162-171. https://doi.org/10.1016/j.compedu.2011.08.004
  • Kazez, H., & Bahçeci, F. (2016). BÖTE bölümü öğretmen adaylarının Edmodo kullanımına dair görüşlerinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 5(1), 9-20. http://www.jret.org/FileUpload/ks281142/File/02a.habibe_kazez.pdf
  • Kılıçkaya, F. (2012). Edmodo: Make your language classroom a community. AATSEEL Newsletter, 55(1), 7-10. http://www.aatseel.org/100111/pdf/aatseelfeb12nl.pdf
  • Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in human behavior, 26(6), 1237-1245. https://doi.org/10.1016/j.chb.2010.03.024
  • Kongchan, C. (2012, November). How a non-digital-native teacher makes use of Edmodo. 5th International Conference ICT for Language Learning. Florence, Italy. https://conference.pixel-online.net/conferences/ICT4LL2012/common/download/Paper_pdf/90-IBT18-FP-Kongchan-ICT2012.pdf
  • Kurt, Ç. S. (2017). Bir harmanlanmış öğrenme deneyimi. İlköğretim Online, 16(2), 860-886. https://doi.org/10.17051/ilkonline.2017.304740
  • Kuzgun, H., & Özdinç, F. (2017). Eğitsel sosyal ağ ortamı Edmodo’nun kullanılabilirliğinin incelenmesi. Kuramsal Eğitimbilim Dergisi, 10(2), 274-297. https://doi.org/10.5578/keg.54103
  • 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
  • McLoughlin, C. E., & Lee, M. J. W. (2008) Future learning landscapes: transforming pedagogy through social software. Innovate: Journal of Online Education, 4(5), 539. https://nsuworks.nova.edu/innovate/vol4/iss5/1
  • McLean, K., Edwards, S., & Morris, H. (2017). Community playgroup social media and parental learning about young children's play. Computers & Education, 115, 201-210. https://doi.org/10.1016/j.compedu.2017.08.004
  • Muilenburg, L. Y., & 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
  • Özmen, F., Aküzüm, C., & Sünkür, M. (2012). Sosyal ağ sitelerinin eğitsel ortamlardaki işlevselliği. Education Sciences, 7(2), 496-506. https://dergipark.org.tr/tr/download/article-file/185434
  • Porcel, C., Ching López, A., Lefranc, G., Loia, V., & Herrera Viedma, E. (2018). Sharing notes: An academic social network based on a personalized fuzzy linguistic recommender system. Engineering Applications of Artificial Intelligence, 75, 1-10. https://doi.org/10.1016/j.engappai.2018.07.007
  • 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
  • Sanders, K. S. (2012). An examination of the academic networking site Edmodo on student engagement and responsible learning (Yayımlanmamış doktora tezi). College of Education, University of South Carolina.
  • Sarrab, M., Elbasir, M., & Alnaeli, S. (2016). Towards a quality model of technical aspects for mobile learning services: An empirical investigation. Computers in Human Behavior, 55, 100-112. https://doi.org/10.1016/j.chb.2015.09.003
  • Shapiro, H. B., Lee, C. H., Wyman Roth, N. E., Li, K., Çetinkaya-Rundel, M., & 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
  • Sırakaya, M. (2014, Eylül). Öğretmen adaylarının Edmodo hakkındaki görüşleri. 8th International Computer & Instructional Technologies Symposium. Edirne, Türkiye. https://dosyalar.trakya.edu.tr/egitim/docs/Kongreler/ICITS2014_TamMetin.pdf
  • 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
  • Toğay, A., Akdur, T. E., Yetişken, İ. C., & Bilici, A. (2013, Ocak). Eğitim süreçlerinde sosyal ağların kullanımı: Bir MYO deneyimi. XIV. Akademik Bilişim Konferansı. Antalya, Türkiye. https://ab.org.tr/ab13/bildiri/302.pdf
  • Warner, B., & Esposito, J. (2009). What's not in the syllabus: Faculty transformation, role modeling and role conflict in immersion service-learning courses. International Journal of Teaching and Learning in Higher Education, 20(3), 510-517. https://files.eric.ed.gov/fulltext/EJ869335.pdf
  • Weber, A. (2012). Considerations for social network site SNS use in education. International Journal of Digital Information and Wireless Communications, 2(4), 306-321. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.845.8132&rep=rep1&type=pdf
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
There are 45 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Çisem Yaşar 0000-0002-0765-861X

Gülcan Öztürk 0000-0003-4399-1329

Project Number -
Publication Date October 27, 2021
Published in Issue Year 2021 Volume: 7 Issue: 4

Cite

APA Yaşar, Ç., & Öztürk, G. (2021). Öğretmen adaylarının derslerde bir eğitsel sosyal ağ kullanımına ilişkin görüşleri. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 7(4), 55-79. https://doi.org/10.51948/auad.984056