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Research in Social Sciences and Technology
Published by Universitas Pamulang
ISSN : -     EISSN : 24686891     DOI : 10.46303/ressat.05.02.7
Core Subject : Education,
Education
Office address of Editor-in-Chief: Yesilova Mah. Caldiran Cad. 29/11 Etimesgut-Ankara-Turkey-- E-ISSN registered office located at Den Haag Netherlands, 2496 NL,Netherlands
Arjuna Subject : Umum - Umum
Articles 8 Documents
 1 
Search results for , issue "Vol 8 No 2 (2023): Research in Social Sciences and Technology" : 8 Documents clear
Considering the Advantages and Disadvantages of Utilizing Social Media to Enhance Learning and Engagement in K-12 Education Kaan Güney
Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.13

Abstract

This paper intends to explore the various ways in which social media can be used to enhance learning and engagement, as well as the potential challenges and risks that may arise. The study focuses on face-to-face formal K-12 education which is a system that generally covers 12 grades including primary and secondary schools. The manuscript provides a comprehensive theoretical literature review of the existing research on the topic, highlighting the main findings and discussing the implications. Social media platforms such as Facebook, YouTube, and Twitter have turned into an increasingly prevalent and influential aspect of modern society, and they have also begun to infiltrate the realm of education. However, during this study it has been noticed that there are few studies examining the effects of social media in K-12 education. Namely, some research has been conducted on higher or online education. Accordingly, while there are certainly benefits to applying social media in education, such as the ability to connect with a global network of learners and access to a vast array of information and resources, there are also challenges that must be considered. Thus, the results of this study provide clarification on previous research and lay the foundation for future examinations of the potential advantages and disadvantages of using social media in K-12 education.
Teaching Democratic Humility to Improve Classroom Discussion Kason Kendall
Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.8

Abstract

Democratic discussion in the classroom has been viewed as a way to increase consensus, however the spread of false and misleading information through social media and influencers can make classroom discussions problematic. This electronic text analysis study highlights the social media site of Quora and posts related to the Gulf War. Posts related to the Gulf War is critically analyzed and their potential impacts are examined. This study also analyzes the posts and potential impacts of a conservative influencer named James Lindsay. It also analyzes specific polarizing posts that Lindsay has made on Instagram and highlight the potential impacts on classroom discussions of some of these posts. A purpose of the study is to analyze negative potential impacts of social media on student’s views and on classroom discussions. The study also highlights two potential solutions to overcoming these negative potential impacts. One solution is to use Stanford History Education Group’s Civic Online Reasoning, and another solution is to explicitly teach Democratic humility. With democratic humility, individuals learn not to make hyperbolic claims about their beliefs. Students could also be taught when learning about democratic humility, the importance of suspending judgement until they have gathered sufficient information on the topic.
Education for Democracy in the Social Media Century Ryan Thomas Knowles; Steven Camicia; Lorissa Nelson
Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.9

Abstract

Social media has provided challenges and opportunities for education for democracy. There have always been structural elements of communication that are hidden and perpetuate inequalities. Social media has accelerated and empowered these hidden structures through algorithms. In this argumentative essay, we examine how critical media literacy can uncover hidden power structures and support education for democracy. Critical media literacy can help students identify exclusionary, inaccurate, missing, and polarizing elements of social media while examining and discussing issues and events. Seen through this lens, social media provides opportunities for education for democracy. Critical media literacy and education for democracy provide opportunities for increasing civic engagement and renewal.
WhatsApp Messenger as a Supplementary Tool for School Curriculum Knowledge Transfer and Acquisition During COVID-19 Stricter Lockdown: Educators’ Perceptions Bongani Innocent Nkambule
Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.10

Abstract

The COVID-19 pandemic was unarguably one of the most disastrous events whose detriment to the normalcy of the education and training sectors will never be forgotten. To salvage the academic year, the Department of Basic Education (DBE) encouraged historically disadvantaged schools to explore rotational learning supplemented by mobile learning (with WhatsApp Messenger as schools’ most preferred application). However, in face of the concerns that were raised by the media, educational commentators, student bodies and teacher unions about the lack of public schools’ readiness for mobile learning, this social constructivist oriented qualitative study (which drew on 12 educators’ diverse and convergent views) adopted a Technology Acceptance Model (TAM) as a lens to investigate educators’ perceptions of WhatsApp messenger as a supplementary mode of curriculum knowledge transfer and acquisition during COVID 19 stricter lockdown at three historically disadvantaged schools in South Africa. Participants generally deposited positive feedback regarding the benefit of using it WhatsApp messenger to engender curriculum knowledge transfer and acquisition. They however explicitly also detailed a few negative aspects of this pursuit, primarily on how for socio-economic related reasons, the process was not completely inclusive as some learners could not partake in it. Also, educators admitted that while going beyond the call of duty was necessary during the pandemic, WhatsApp mediated teaching consumed most of their leisure time. According to them, this was compounded by poor internet connectivity due to the country’s power crisis, which in some instances adversely affected the productivity of WhatsApp messenger mediated curriculum knowledge transfer and acquisition processes during COVID-19 stricter lockdown.
Social Studies and Social Media: Status Among K-12 Tennessee Teachers Before COVID Joshua Kenna; Matthew Hensley
Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.14

Abstract

Technology integration has received a significant amount of money from the budgets of schools in the United States, even prior to COVID-19. Social media as an instructional tool was also receiving growing attention. However, since COVID-19 it seems that there is an even larger shift in the calls to use social media. The purpose of this study was to report K-12 Tennessee social studies teachers’ self-reported social media use just prior to the COVID-19. Moreover, we compared teachers’ use of social media based on geography, grade level and teaching experience. Statistically significant findings were discovered.
The Association Between College Students` Participation Behavior and Social Media Use Emin Kilinc; Bulent Tarman; Saule Yussupova
Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.11

Abstract

This paper examines college students` participation behaviors and the use of social media tools. The descriptive survey model was applied to investigate university students` participation behaviors. The data was collected through a “Participation Questionnaire” from 284 college students in Kazakhstan. The result showed that students who spend less time on social media are positively related to participatory citizenship. Moreover, students with fewer social media accounts are more likely to engage in political, volunteer, and social events than students with more social media accounts.
Examining Demographics and Perceived ‘Sense of Community’ of Social Media-Based Professional Learning Communities Matthew Hensley; Stewart Waters; Joshua L. Kenna; William Russell
Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.12

Abstract

Social media has undoubtedly shifted the landscape of educator professional development in the 21st century. The establishment and development of identifiable professional learning communities (PLCs) like the #SSChat social studies community on Twitter enables educators to connect and collaborate with other professionals across the globe from their own mobile device. The purpose of this study was to determine the demographic features of the #SSChat members. Moreover, we sought to determine if there were any significant differences in #SSChat member’s perceived ‘Sense of Community’ (SOC) based on those demographics. No statistically significant findings were discovered. Still, the demographic data provide good discussions.
Using Social Media in Schools Matt Hensley; Stewart Waters
Research in Social Sciences and Technology Vol 8 No 2 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.15

Abstract

Social media is becoming more eminently woven into the sociocultural fabric of global societies in the 21st century. From emerging platforms and ever-evolving multimodal features, to algorithmic changes and privacy concerns, social media is indubitably shaping the frontier of how people communicate, interact, and perceive the world around them. Using social media in schools is, of course, not a new phenomenon. However, given unabating advances in digital technology coupled with shifting user demands, social media is constantly in flux. Thus, staying abreast of social media trends and uses in the field of education is a critical endeavor and merits on-going conversations.

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