Teachers: To Be, Or Not to Be (Your Students’ Facebook-friends)?
Alona Forkosh Baruch, Levinsky College of Education, Israel ; Arnon Hershkovitz, Teachers College - Columbia University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Student-teacher relationships have been heavily influenced by the emergence of social network sites (SNS). At the same time, policymakers are concerned about the implications of student-teacher connections using them, often resulting in banning such communication. However, there is meager empirical evidence supporting such steps. This paper presents two qualitative exploratory studies, involving lower and higher secondary school Israeli students (N=11) and teachers (N=5), examining the relations between Facebook-based student-teacher communication and student-teacher relationships. Overall, students and teachers exhibited similar perceptions of SNS-based student-teacher communication. Findings suggest that instances in which such communication exists were beneficial for both parties. Normally facilitated only upon the teacher’s consent, findings also suggest that policies for banning such communication might be destructive for teachers who are willing to use SNS and for their students.
Forkosh Baruch, A. & Hershkovitz, A. (2013). Teachers: To Be, Or Not to Be (Your Students’ Facebook-friends)?. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 428-436). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
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How could teachers' professional collaboration in teacher networks be better studied as part of digital competence?
Riina Vuorikari & Barbara Brecko, JRC-IPTS, Spain
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1821–1826
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