Social Networking as a Pedagogical Tool: Effect of Twitter Use on Interest and Efficacy in Introductory-Level American Government Courses

This chapter evaluates the extent to which Facebook could be used as a training and learning tool for investigative journalism students. This study is based on the deployment of Facebook as a pedagogical tool for an “Investigative Journalism” unit at Swinburne University of Technology, Melbourne, Australia. This chapter, accordingly, outlines the challenges, issues, and benefits of using Social Networking Services (SNS) as pedagogical tools for the training of future investigative journalists, which could in turn assist other instructors to make use of such online social platforms for media training. By conducting an observation of student usage of Facebook and interviewing students and tutors on their experiences from this activity, this chapter concludes that Facebook can serve as a useful online collaborative platform for investigative journalism students and as a progress monitoring tool for their instructors.

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An Exploration into the Pedagogical Benefits of Using Social Media: Can Educators Incorporate Social Media into Pedagogy Successfully?

ABC Journal of Advanced Research ◽

10.18034/abcjar.v9i2.532 ◽

2020 ◽

Vol 9 (2) ◽

pp. 69-78

Author(s):

Ryan Thomas Williams

Keyword(s):

Social Media ◽

Mixed Methods ◽

Social Networking ◽

Social Networking Sites ◽

Educational Resources ◽

Pedagogical Tool ◽

Work In Progress ◽

The World

Many social networking sites have been thought to break down traditional hierarchies in terms of society and global geography (Lewis 2017). As an example, Twitter empowers learners to engage with individuals from all over the world, often sharing educational resources for free. This ‘work in progress’ paper adopts a mixed-methods model to explore if social media can be incorporated successfully with pedagogy. In total, 431 participants took part in this study. Of those, 411 completed the survey, and 20 were subjects in the interviews. Teachers described professional reasons and social reasons why they do not use social media regularly in their pedagogy. One emerging theme is that CPD appears to be underdeveloped in this area, as teachers report that TEL training focuses on administrative uses of a product rather than pedagogical benefits. This has implications on how social media could be used as a pedagogical tool and addresses gaps in the literature in this area. This direction of social media in the classroom remains unclear, however, this study aims to offer a framework for educators when using social media strategies.

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The Use of Facebook as a Pedagogical Platform for Developing Investigative Journalism Skills

Gamification ◽

10.4018/978-1-4666-8200-9.ch076 ◽

2015 ◽

pp. 1506-1522

Author(s):

Wajeehah Aayeshah ◽

Saba Bebawi

Keyword(s):

Social Networking ◽

Progress Monitoring ◽

Learning Tool ◽

Investigative Journalism ◽

Pedagogical Tools ◽

Pedagogical Tool ◽

Social Networking Services ◽

University Of Technology ◽

Journalism Students ◽

Collaborative Platform

This chapter evaluates the extent to which Facebook could be used as a training and learning tool for investigative journalism students. This study is based on the deployment of Facebook as a pedagogical tool for an “Investigative Journalism” unit at Swinburne University of Technology, Melbourne, Australia. This chapter, accordingly, outlines the challenges, issues, and benefits of using Social Networking Services (SNS) as pedagogical tools for the training of future investigative journalists, which could in turn assist other instructors to make use of such online social platforms for media training. By conducting an observation of student usage of Facebook and interviewing students and tutors on their experiences from this activity, this chapter concludes that Facebook can serve as a useful online collaborative platform for investigative journalism students and as a progress monitoring tool for their instructors.

Download Full-text