Improving model-based collaboration by social media integration

The main research purpose focused on the effects of conducting the instructional model based on the principles of creative problem solving with social media to promote the creation of educational innovation for pre-service teachers. The participants consisted of twelve pre-service teachers. Research instruments were 1) the instructional model based on the principles of creative problem solving with social media, 2) the test of knowledge and creation of educational innovation, 3) the creation of educational innovation’s evaluation form, and 4) the questionnaires’ conducting this instructional model. Collected data were analyzed with statistics and categorized into key issues based on literature. The results were presented through the form of Shapiro-Wilk, Wilcoxon signed-ranks test, arithmetic mean, standard deviation, and descriptive analysis. The research findings were presented as follows: 1) the effects of conducting the instructional model that was conducted sixteen weeks on the course 0537211 Innovation in Educational Technology and Communications in the first semester of 2020. The research hypothesizes were followed the established as follows; 1.1) the pre-service teachers had post-test scores’ the knowledge and creation of educational innovation higher than pre-test with statistical significance at the .01 level. 1.2) they had post-learning scores for creating educational innovations’ processes at the overall excellent level (M = 92.83, S.D. = 11.78), and their educational innovations were be post-learning at the overall good level (M = 48.33, S.D. = 7.45) 2) the opinions’ pre-service teachers toward conducting this instructional model that they have positive opinions to this conduct at the overall excellent level (M = 4.92, S.D. = 0.25).

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Beyond Disciplinary Boundaries: Mapping Educational Science in the Discourse on Social Media

Teachers College Record ◽

10.1177/016146811912101403 ◽

2019 ◽

Vol 121 (14) ◽

pp. 1-24 ◽

Cited By ~ 1

Author(s):

Martin Rehm ◽

Stefania Manca ◽

Diana L. Brandon ◽

Christine Greenhow

Keyword(s):

Social Media ◽

Previous Literature ◽

Academic Disciplines ◽

Comprehensive Overview ◽

Disciplinary Boundaries ◽

Search Terms ◽

Current State ◽

Literature Reviews ◽

Number Of Publications ◽

Media Integration

Social media has attracted considerable scholarly interest. Previous research has demonstrated the need for a more comprehensive overview of social media research across diverse disciplines. However, there is a lack of research that identifies the scope of social media integration across educational settings and how it relates to research in other academic disciplines. Harnessing the search terms of previous literature reviews, this study collected data on 80,267 articles from the Web of Science Core Collection database using search terms that were based on previous literature reviews. The data were analyzed using a combination of co-citation and bibliometric analyses via a mixed-methods approach. Our results show that there has been a constant increase in the number of publications concerned with social media, both as a transversal topic and within the educational sector. We are also able to show a range of topical domains in which the vast majority of research on social media is conducted. Our findings have practical implications for scholars and practitioners alike. Scholars can benefit from these types of analyses to identify authors and topic clusters that might otherwise have been unrecognized. Similarly, practitioners can benefit from this overview of the current “state-of-the-art” on social media.

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Rapid estimation of an earthquake impact area using a spatial logistic growth model based on social media data

Social Sensing and Big Data Computing for Disaster Management ◽

10.4324/9781003106494-5 ◽

2020 ◽

pp. 68-87

Author(s):

Yandong Wang ◽

Shisi Ruan ◽

Teng Wang ◽

Mengling Qiao

Keyword(s):

Social Media ◽

Growth Model ◽

Logistic Growth ◽

Social Media Data ◽

Rapid Estimation ◽

Model Based ◽

Impact Area ◽

Logistic Growth Model ◽

Media Data ◽

Earthquake Impact

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Barriers to Emerging Technology and Social Media Integration in Higher Education

Social Media in Higher Education ◽

10.4018/978-1-4666-2970-7.ch017 ◽

2013 ◽

pp. 334-354 ◽

Cited By ~ 1

Author(s):

Ana Adi ◽

Christina Gasser Scotte

Keyword(s):

Higher Education ◽

Social Media ◽

Case Studies ◽

Technological Innovation ◽

Emerging Technologies ◽

Higher Education Research ◽

It Infrastructure ◽

The Uk ◽

Training Delivery ◽

Media Integration

With technological innovation and social media infiltrating every field of activity, it was only a matter of time until universities and faculty would need to embrace the technological challenge. This chapter offers three case studies of social media training delivery in universities and researcher centres in the UK, USA, and Bahrain. These case studies cover the use of emerging technologies in higher education research, teaching and policy, and associated first- and second-order barriers to their implementation. Results and impact of the training sessions, including questions asked and feedback provided by participants are also discussed. The chapter emphasizes the increasing interest in training in emerging technologies for educators and affiliated university staff, but also highlights the challenges faced when promoting tools and platforms not supported by either the IT infrastructure of the universities or the policies in place.

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A Model for Mobile Social Media Integration in Constructivist ESL Classrooms

Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3949-0.ch004 ◽

2018 ◽

pp. 68-89 ◽

Cited By ~ 2

Author(s):

Ellen Yeh ◽

Nicholas Swinehart

Keyword(s):

Social Media ◽

Technology Literacy ◽

Academic English ◽

Art Students ◽

Learning Contexts ◽

Social Media Platforms ◽

Intensive Program ◽

Social Constructivist Learning ◽

Media Integration ◽

Esl Curriculum

Social media, with its ability to create opportunities for interaction, presents a platform for applying technology into social constructivist learning contexts in innovative and meaningful ways. This chapter proposes a model for integrating mobile social media in a content-based ESL curriculum. Newly-arrived international art students were introduced to popular social media platforms and were trained on how to use these tools to conduct research and document their experiences in the field during a summer intensive program. Results are discussed in terms of effects on students' academic English knowledge and abilities, knowledge of local academic and creative cultures, and technology literacy. Finally, limitations and implications for future studies are explored.

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