Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 108-136 |
| Number of pages | 29 |
| Journal | International Journal of Social Media and Interactive Learning Environments |
| Volume | 5 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2017 |
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Keywords
- at-risk students
- social media
- teacher beliefs
- teaching strategy
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Teachers' beliefs about using technology to enhance the learning process of at-risk students. / Moekotte, Paulo; Brand-Gruwel, Saskia; Ritzen, Henk.
In: International Journal of Social Media and Interactive Learning Environments, Vol. 5, No. 2, 2017, p. 108-136.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Teachers' beliefs about using technology to enhance the learning process of at-risk students
AU - Moekotte, Paulo
AU - Brand-Gruwel, Saskia
AU - Ritzen, Henk
N1 - DS_Citation:Moekotte, P. B. F., Brand-Gruwel, S., & Ritzen, H. T. M. (20017). Teachers' Beliefs About Using Technology to Enhance the Learning Process of At-Risk-Students. International Journal of Social Media and Interactive Learning Environments, 5(2), 108-136.
PY - 2017
Y1 - 2017
N2 - In this case study, we explore the beliefs of teachers (AKA teachers) who work with at-risk students and consider using social media in their learning environment. We interviewed and observed a group of teachers who, as a project team, explored social media use in order to develop their practical knowledge and make informed decisions. We used a two-phased exploratory sequential design, combining qualitative and quantitative instruments to explore how and why AKA teachers consider and approach social media use. The teachers' beliefs were challenged and changed by the encounter with lived, practical examples of social media use in education. This is consistent with other research. Quantitative data indicate that teacher beliefs are also strongly influenced by the opinions of team managers and the practices of colleagues. What is most remarkable about these external influences is that these opinions have not been explicitly expressed and these practices have not been explicitly witnessed.
AB - In this case study, we explore the beliefs of teachers (AKA teachers) who work with at-risk students and consider using social media in their learning environment. We interviewed and observed a group of teachers who, as a project team, explored social media use in order to develop their practical knowledge and make informed decisions. We used a two-phased exploratory sequential design, combining qualitative and quantitative instruments to explore how and why AKA teachers consider and approach social media use. The teachers' beliefs were challenged and changed by the encounter with lived, practical examples of social media use in education. This is consistent with other research. Quantitative data indicate that teacher beliefs are also strongly influenced by the opinions of team managers and the practices of colleagues. What is most remarkable about these external influences is that these opinions have not been explicitly expressed and these practices have not been explicitly witnessed.
KW - at-risk students
KW - social media
KW - teacher beliefs
KW - teaching strategy
U2 - 10.1504/IJSMILE.2017.087669
DO - 10.1504/IJSMILE.2017.087669
M3 - Article
VL - 5
SP - 108
EP - 136
JO - International Journal of Social Media and Interactive Learning Environments
JF - International Journal of Social Media and Interactive Learning Environments
SN - 2050-3954
IS - 2
ER -