STUDENTS AND TEACHER USE OF FACEBOOK: A LITERATURE REVIEW

The goal of this post is to go over some of the most recent research findings that have been released. The goal of this article is to analyze recent published research papers on students' and teachers' use of Facebook. The goal of the review is to offer a detailed account of the participants' Facebook usage profile or the amount to which users are involved in Facebook activities, rather than only discussing Facebook in relation to teaching or learning purposes or its educational value per se. The focus of this review will be on empirical facts rather than opinion or theoretical explanations on students' and teachers' use of Facebook. This review is divided into three sections that cover the major research topics: students' Facebook usage profile or extent of use, the effects of Facebook use and effects of Facebook use on student social presence and discussion, and effects of Facebook on students' academic performance), and students' attitudes toward Facebook. Overall, the findings imply that Facebook has had little educational utility, that students primarily use Facebook to keep in touch with known individuals, and that students are more likely to divulge personal information

APPLICATION OF FACEBOOK TO ENGLISH TEACHING AND LEARNING: CASE OF MBEYA CITY

Educators and policymakers have taken notice of the widespread usage of Facebook as an online social network and as an alternative method of teaching and learning. People around the world use Facebook for communication and as an English language teaching technique. When language learners use Facebook, they may come across new vocabulary and grammar rules. Despite the widespread usage of Facebook in education around the world, little research is done on how facilitators and students in Tanzanian secondary schools use it to teach and learn English. This study surveyed the level to which selected ordinary secondary schools in Tanzania apply Facebook to teach and learn English as a second language. It also investigated the awareness of students and language teachers towards the application of Facebook in teaching and learning of English language in their respective schools. The Descriptive research design was applied in data collection. The data was collected from 15 teachers who are teaching the English language and 78 students from three selected ordinary level secondary schools by using structured interview techniques and questionnaires respectively. The stratified purposive random sampling was employed to draw the respondents. Both statistical Packages for the Social Sciences (SPSS), content analysis, and excel techniques employed in analyzing data. The results show that Facebook is not mostly used as a teaching and learning tool in ordinary secondary schools in Tanzania despite the fact that teachers and students make use of it. Furthermore, it found that language learners might acquire new vocabularies and skills such as listening, writing, reading, and speaking through using Facebook

ENHANCING MOTIVATION THROUGH STUDENT-TEACHER FACEBOOK RELATIONSHIPS

Teacher accessibility is not limited to the time spent in the classroom, and the use of Facebook as a tool for motivation between teachers and students, through immediacy and sincere engagement, is invaluable. This paper aims to explain the benefits of using Facebook, discuss set up issues and present feedback from students on its implementation. It also focuses on the establishment of social networking between students and teachers as being advantageous in terms of empathy, connection and empowering students to express themselves. Various research in the field of motivation, and reflections on my personal experience with Facebook’s use will be expanded upon

Using Facebook to improve social communication skills of students with autism spectrum disorders

Facebook is a popular social media website that allows people to interact with friends and loved ones from far away and around the world. With its growing popularity, this study was conducted to examine if Facebook would improve social communication skills of students with Autism Spectrum Disorders. A total of nine students with ASD on two school campuses participated in the study. A multiple baseline single subject design across settings was used. During the baseline, students were observed and their initiation and reciprocation in communication with peers and teachers were recorded. During the intervention, students were instructed to use Facebook over a two week period, with appropriate training to assist in improving conversational skills and providing appropriate personal information on the internet. The results showed that students improved their skills in initiating and reciprocating social communication through the use of Facebook, in the meantime, their face-to-face interactions with peers and teachers were increased

Facebook as a learning tool

Facebook is a social network that has been used by hundreds of people around the world. The network started as a technologically infused meeting place for college students to communicate socially. Since the inception, the network has blossomed into a global sensation. Such growth has spurred many uses for the site including the opportunity to add to the learning experiences for college students. Facebook is a tool in a learning revolution that incorporates the ease of technology and communication efforts between students and between teachers and students. This essay focuses on how Facebook can be used as a learning tool for teachers that support the ideologies of constructivist learning and student-centered methodologies. However, there are best practices that need to be taken into consideration when implementing the use of Facebook as a learning tool

Privacy Expectations and Protections for Teachers in the Internet Age

Public school teachers have little opportunity for redress if they are dismissed for their activities on social networking websites. With the exception of inappropriate communication with students, a school district should not be able to consider a public educator’s use of a social networking website for disciplinary or employment decisions. Insisting that the law conform to twenty-first century social norms, this iBrief argues that the law should protect teachers’ speech on popular social networking websites like Facebook and MySpace

Pemanfaatan Facebook dalam Pembelajaran Matematika

Abstract The emergence of the Covid-19 virus has had a significant impact on learning in schools. Online learning enables teachers to use advances in technology to create innovative mathematics lessons. Seeing that many school children use Facebook in social media is one of the reasons teachers use Facebook as a medium for learning mathematics. The potential of Facebook is used as a medium for learning mathematics because the features in Facebook, such as Facebook live, share, messenger room, notes and quizzes, can create interesting mathematics learning and are liked by students. The use of Facebook as a medium for learning mathematics online, makes students able to learn easily, because students can learn anytime and anywhere, as long as the internet network is connected. Abstrak Kemunculan virus covid-19, membawa dampak yang signifikan pada pembelajaran disekolah. Pembelajaran daring membuat para guru untuk dapat menggunakan kemajuan teknologi dalam menciptakan pembelajaran matematika yang inovatif. Melihat banyak nya anak sekolah yang menggunakan facebook dalam bermedia sosial, menjadi salah satu alasan guru untuk memanfaatkan facebook sebagai media pembelajaran matematika.  potensi facebook dimanfaatkan sebagai media pembelajaran matematika karena fitur- fitru dalam facebook seperti : facebook live, share, messenger room, note dan quiz, dapat meciptakan pembelajaran matematika yang menarik dan disukai siswa. Pemanfaatan facebook sebagai media pembelajaran matematika secara online, membuat siswa dapat belajar dengan mudah, karena siswa bisa belajar kapan dan dimana saja, selama jaringan internet terus terhubung

Facebook usage and academic achievement of high school students: a quantitative analysis

Online social networking has become an integral part of the lives of America\u27s teenagers with 73% of teens reporting that they use a social networking site such as Facebook daily (Lenhart, Purcell, Smith, & Zickuhr, 2010). Some recent studies have shown a negative relationship between Facebook use and academic achievement (Karpinski & Duberstein, 2009), while other studies have shown no relationship between Facebook use and academic achievement (Pasek, More, & Hargittaai, 2009). Thus, parents, teachers, and administrators remain uncertain of the effects, if any, of students using Facebook. This study examined Facebook usage and academic achievement of high school students at Dollarway High School. 72 students completed two surveys-the Facebook Intensity Scale (FBI) and ENGAGE for grades 10 to 12. The FBI measures the amount of time a student spends on Facebook, the extent of a student\u27s participation on Facebook, a student\u27s emotional connection to Facebook, and a student\u27s integration of Facebook into his/her daily life. ENGAGE measures 10 psychosocial behaviors that affect academic achievement of students including academic discipline, academic self-confidence, commitment to college, communication skills, general determination, goal striving, social activity, social connection, steadiness, and study skills. Students\u27 GPA information was also collected. Results of the study showed a negative relationship between intensity of Facebook use and GPA, a negative relationship between intensity of Facebook use and goal striving, and a negative relationship between intensity of Facebook use and steadiness. These findings indicate that a negative relationship does exist among Facebook use and academic achievement for some populations. More research is needed to determine why these negative relationships exist in some populations and not in others

Technology-enabled Learning (TEL): YouTube as a Ubiquitous Learning Aid.

The use of social networks such as Facebook, Twitter, and YouTube in the society has become ubiquitous. The advent of communication technologies alongside other unification trends and notions such as media convergence and digital content allow the users of the social network to integrate these networks in their everyday life. There have been several attempts in the literature to investigate and explain the use of social networks such as Facebook and WhatsApp by university students in the Arab region. However, little research has been done on how university students utilise online audiovisual materials in their academic activities in the UAE. This research aims to elucidate the use of YouTube as a learning aid for university students in the UAE. We adopt the technology acceptance model (TAM) as the theoretical framework for this investigation. A quantitative methodology is employed to answer the research question. Primary data consisting of 221 correspondents were analysed, covering patterns of using YouTube as an academic audiovisual learning aid. Statistical techniques including descriptive, correlations, regression tests were used to analyse the data. The study concluded that students use YouTube as a learning tool for their academic studies and enriching their general knowledge; and there is a positive relationship between the use of YouTube videos in academic settings and the students’ overall performance. This study can shed light for teachers, curriculum designers, government entities, and other stakeholders on how to best utilise and integrate the online technology — YouTube — as a learning aid

Analysis And Improvement of Prospective Teachers’ Educational Facebook Use and Development A Model For Educational Purposes

Within the scope of this research, prospective teachers’ opinions on Facebook use for educational purposes was examined, and a modeling study was conducted in accordance with these views. In this study in which mixed method research patterns were used as research model, opinions were taken from 462 prospective teachers with a view to develop Acceptance of Facebook Use for Educational Purposes Scale and Acceptance of Facebook Use for Educational Purposes Model; scale development and model development studies were completed. With Facebook Use for Educational Purposes Activity in accordance with the developed model, level of acceptance of Facebook use for educational purposes among prospective teachers was analyzed. Pilot application of Facebook use for educational purposes activities was carried out with 76 students, and its application was carried out with 67 students; at the end of application, interviews were made with 17 students through semi-structured interview form. At the end of the study, Acceptance of Facebook Use for Educational Purposes Model was created based on Technology Acceptance Model 2, and through the educational purpose Facebook activity, a significant increase was achieved in prospective teachers’ level of acceptance to Facebook use for educational purposes