Colmare il divario pedagogico tra affordance operative e affordance contestuali nei social media
DOI:
https://doi.org/10.6092/issn.1825-8670/13223Parole chiave:
affordance, insegnanti di scuola secondaria di secondo grado, affordance contestuali, affordance operative, social mediaAbstract
L’utilizzo dei social media nell’istruzione è in aumento grazie ai benefici pedagogici percepiti. Studi sottolineano tuttavia l’importanza per gli insegnanti di una costruzione continua delle proprie abilità, esperienze e valori relativi ai social media. Il pensiero critico, la risoluzione dei problemi e la capacità di contestualizzare i social media richiedono attitudini intellettuali, sociali ed etiche, indipendentemente dalla competenza operativa. Abbiamo condotto un’intervista semi-strutturata con 13 insegnanti di scuola secondaria di secondo grado che hanno espresso considerazioni ed esperienze circa l’utilizzo dei social media in classe. I video registrati delle interviste sono stati trascritti in formato testo e codificati in modo induttivo e deduttivo per l’analisi. I risultati dello studio sono in linea con le prospettive teoriche che affermano che interazioni regolari con la tecnologia forniscono agli insegnanti conoscenze e strumenti per insegnare efficacemente con la tecnologia stessa. L’articolo delinea un quadro per aiutare facilitatori dell’istruzione, tecnici dell’educational, insegnanti e altre organizzazioni interessate a riorientare i propri sforzi e la formazione su contesti tecnologicamente specifici. Si sottolinea inoltre l’importanza di dare continuità all’uso didattico della tecnologia.
Riferimenti bibliografici
Aagaard, J. (2018). Magnetic and multistable: reinterpreting the affordances of educational technology. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-017-0088-4
Allen, M. (2013). What was Web 2.0? Versions as the dominant mode of internet history. New Media & Society, 15(2), 260–275. https://doi.org/10.1177/1461444812451567
Aru-Chabilan, H. (2020). Tiger Leap for digital turn in the Estonian education. Educational Media International, 57(1), 61–72. https://doi.org/10.1080/09523987.2020.1744858
Braun, V., & Clarke, V., (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Boyd, D., & Ellison, N. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230. https://doi.org/10.1111/j.1083-6101.2007.00393.x
Boyd, D. (2015). Social media: A phenomenon to be analyzed. Social Media + Society, 1(1), 1–2. https://doi.org/10.1177/2056305115580148
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. London: Routledge.
Coyne, S.M., Padilla-Walker, L.M., Holmgren, H.G., & Stockdale, L.A. (2019). Instagrowth: A Longitudinal Growth Mixture Model of Social Media Time Use Across Adolescence. Journal of Research on Adolescence, 29(4), 897–907. https://doi.org/10.1111/jora.12424
Creswell, J. (2014). Qualitative inquiry and Research Design: Choosing among five approaches (3rd ed.). Thousand Oaks (CA): SAGE.
Creswell, J., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks (CA): SAGE.
Dau, T.T.L. (2022). Remote Teaching amid the Covid-19 Pandemic in Vietnam: Primary School EFL Teachers’ Practices and Perceptions. AsiaCALL Online Journal, 13(1), 1–21. Retrieved March 14, 2022 from https://asiacall.info/acoj/index.php/journal/article/view/101.
Davis, J.L., & Chouinard, J.B. (2016). Theorizing affordances: From request to refuse. Bulletin of Science, Technology and Society, 36(4), 241–248. https://doi.org/10.1177%2F0270467617714944
Drain, C., & Strong, R.C. (2015). Situated mediation and technological reflexivity: Smartphones, extended memory, and limits of cognitive enhancement. In F. Scalambrino (Ed.), Social epistemology and technology: Toward public self-awareness regarding technological mediation (pp. 187–195). Lanham (Maryland, USA): Rowman and Littlefield International.
Fischer, G. (2005). Computational literacy and fluency: being independent of high-tech scribes. In J. Engel, R. Vogel, & S. Wessolowski (Eds.), Strukturieren – Modellieren – Kommunizieren. Leitbild Mathematischer Und Informatischer Aktivitäten (pp. 217–230). Hildesheim: Franzberker.
Fisher, E. (2018). When information wanted to be free: Discursive bifurcation of information and the origins of Web 2.0. The Information Society, 34(1), 40–48. https://doi.org/10.1080/01972243.2017.1391910
Galvin, S., & Greenhow, C. (2020). Writing on Social Media: A Review of Research in the High School Classroom. TechTrends, 64(1), 57–69. https://doi.org/10.1007/s11528-019-00428-9
Gant, D., & Kiesler, S. (2002). Blurring the boundaries: Cell phones, mobility, and the line between work and personal life. In B. Brown, N. Green, & R. Harper (Eds.), Wireless world: Social and interactional aspects of the mobile age (pp. 121–131). London: Springer.
Gibson, J.J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin.
Gibson, J.J. (2015). The ecological approach to visual perception (classic edition). New York: Psychology Press.
Grau, S., Kleiser, S., & Bright, L. (2019). Exploring social media addiction among student Millennials. Qualitative Market Research: An International Journal, 22(2), 200–216. https://doi.org/10.1108/QMR-02-2017-0058
Graziano, K.J., Foulger, T.S., Schmidt-Crawford, D.A., & Slykhuis, D. (2017, March). Technology integration and teacher preparation: The development of teacher educator technology competencies. In P. Resta, & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2336–2346). Austin (TX, USA): Association for the Advancement of Computing in Education (AACE).
Greenhow, C., & Askari, E. (2017). Learning and teaching with social network sites: A decade of research in K-12 related education. Education and Information Technologies, 22(2), 623–645. https://doi.org/10.1007/s10639-015-9446-9
Greenhow, C., & Chapman, A. (2020). Social distancing meet social media: digital tools for connecting students, teachers, and citizens in an emergency. Information and Learning Science, 121(5-6), 331–342. https://doi.org/10.1108/ILS-04-2020-0134
Greenhow, C., & Lewin, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30. https://doi.org/10.1080/17439884.2015.1064954
Haines, K.J. (2015). Learning to identify and actualize affordances in a new tool. Language, Learning and Technology, 19(1), 165–180. Retrieved March 14, 2022 from http://llt.msu.edu/issues/february2015/haines.pdf.
Heidegger, M. (1927). Being and time. New York: Harper and Row.
Huang, C., Xinjie, X., Yuyang, C., Qinmin, G., Guangwang, Z., Xiaopan, L., Weide, Z., Chen, J., & Ling, Y. (2020). Mining the characteristics of COVID-19 patients in China: analysis of social media posts. Journal of medical Internet research, 22(5). https://doi.org/10.2196/19087
Hwang, G.J., Wang, S.Y., & Lai, C.L. (2021). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviours in mathematics. Computers and Education, 160. https://doi.org/10.1016/j.compedu.2020.104031
Jack, C., & Higgins, S. (2019). Embedding educational technologies in early years education. Research in learning technology, 27. https://doi.org/10.25304/rlt.v27.2033
Kara, N., Çubukçuoğlu, B., & Elçi, A. (2020). Using social media to support teaching and learning in higher education: an analysis of personal narratives. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2410
Kaplan, A.M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business Horizons, 53(1), 59–68. https://doi.org/10.1016/j.bushor.2009.09.003
Kietzmann, J.H., & Hermkens, K. (2011). Social media? Get serious! Understanding the functional building blocks of social media. Business Horizons, 54(3), 241–251. https://doi.org/10.1016/j.bushor.2011.01.005
Lanamäki, A., & Stendal, K. (2015). What Does a Chair Afford? A Heideggerian Perspective of Affordances. IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia, 6. Retrieved March 14, 2022 from https://aisel.aisnet.org/iris2015/2.
Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503–528. https://doi.org/10.1111/jcal.12154
Manca, S., Bocconi, S., & Gleason, B. (2021). “Think globally, act locally”: A glocal approach to the development of social media literacy. Computers and Education, 160. https://doi.org/10.1016/j.compedu.2020.104025
Marín, V.I., Carpenter, J. P., & Tur, G. (2021). Pre-service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 519–535. https://doi.org/10.1111/bjet.13035
Mayer, R.E. (1997). Multimedia learning: Are we asking the right questions?. Educational Psychologist, 32(1), 1–19. https://doi.org/10.1207/s15326985ep3201_1
Miller, J. (2014). The fourth screen: Mediatization and the smartphone. Mobile Media and Communication, 2(2), 209–226. https://doi.org/10.1177/2050157914521412
Miller, M. (2015). The internet of things: How smart TVs, smart cars, smart homes, and smart cities are changing the world. Indianapolis (Indiana, USA): Que Publishing.
Mihailidis, P. (2018). Civic media literacies: re-Imagining engagement for civic intentionality. Learning, Media and Technology, 43(2), 152–164. https://doi.org/10.1080/17439884.2018.1428623
Mishra, P., & Koehler, M.J., (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teacher College Record, 108(6), 1017–1054. Retrieved March 14, 2022 from https://one2oneheights.pbworks.com/f/MISHRA_PUNYA.pdf.
Mpungose, C.B. (2020). Are social media sites a platform for formal or informal learning? Students’ experiences in institutions of higher education. International Journal of Higher Education, 9(5), 300–311. https://doi.org/10.5430/ijhe.v9n5p300
Ni, D. (2017). Design and research on English Listening Teaching assisted by computer Multimedia. International Journal of Emerging Technologies in Learning (iJET), 12(1), 32–43. https://doi.org/10.3991/ijet.v12i01.6053
Norman, D.A. (1988). The psychology of everyday things. New York: Basic Books.
OECD (2018). PISA 2015 Results in Focus. Retrieved March 14, 2022 from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf.
Oliver, M. (2016). What is Technology? In N. Rushby, & D. Surry (Eds.), The Wiley Handbook of Learning Technology (pp. 35–57). Hoboken (NJ): Wiley-Blackwell.
Otchie, W.O., Pedaste, M., Bardone, E., & Chounta, I.-A. (2021). Contextualizing social media ecology and its pedagogical affordances: the perspective of high school teachers. Electronic Journal for e-Learning, 19(6), 471–489*. https://doi.org/10.34190/ejel.19.6.2486
Otchie, W.O., Pedaste, M., Bardone, E., & Chounta, I.-A. (2020). Can YouTube videos facilitate teaching and learning of STEM subjects in high schools? Bulletin of the IEEE Technical Committee on Learning Technology, 20(1), 3–8. Retrieved March 14, 2022 from https://www.researchgate.net/publication/344806820
Otchie, W.O., & Pedaste, M. (2020). Using social media for learning: A systematic literature review. European Journal of Educational Research, 9(2), 889–903. https://doi.org/10.12973/eu-jer.9.2.889
Pangrazio, L., & Selwyn, N. (2018). “It’s Not Like It’s Life or Death or Whatever”: Young People’s Understandings of Social Media Data. Social Media + Society, 4(3), 1–9. https://doi.org/10.1177/2056305118787808
Peters, M., & Romero, M. (2019). Lifelong learning ecologies in online higher education: Students’ engagement in the continuum between formal and informal learning. British Journal of Educational Technology, 50(4), 1729–1744. https://doi.org/10.1111/bjet.12803
Polanyi, M. (1964). The Tacit Dimension. New York: Doubleday.
Polanyi, M. (1965). The structure of consciousness. Brain, 88(4), 799–810. https://doi.org/10.1093/brain/88.4.799
Polanyi, M. (1983). The Tacit Dimension. Gloucester: Peter Smith.
Rap, S., & Blonder, R. (2017). Thou shall not try to speak in the Facebook language: Students perspectives regarding using Facebook for chemistry learning. Computers & Education, 114, 69–78. https://doi.org/10.1016/j.compedu.2017.06.014
Raut, V., & Patil, P. (2016). Use of social media in education: positive and negative impact on the students. International Journal on Recent and Innovation Trends in Computing and Communication, 4(1), 281–285. Retrieved March 14, 2022 from https://ijritcc.org/download/conferences/ICRRTET_2016/ICRRTET_Track/1455261816_12-02-2016.pdf.
Rice, P.L., & Ezzy, D. (1999). Qualitative research methods: A health focus. Melbourne, Australia: Oxford University Press.
Rivoltella, P.C., Garavaglia, A., Ferrari, S., & Ferri, P. (2012). Could Technology encourage Innovation in School. An overview of “Cl@ssi 2.0” Project in Lombardia (Italy), REM, 4(2), 253–264. Retrieved March 14, 2022 from https://www.academia.edu/17144408.
Schuck, S., Aubusson, P., Burden, K., & Brindley, S. (2018). Uncertainty in Teacher Education Futures. Scenarios, Politics and STEM. Singapore: Springer. https://doi.org/10.1007/978-981-10-8246-7
Stewart, O.G. (2015). A critical review of the literature of social media’s affordances in the classroom. E-Learning and Digital Media, 12(5-6), 481–501. https://doi.org/10.1177/2042753016672895
Tsegay, S.M., Ashraf, M.A., Perveen, S., & Zegergish, M.Z. (2022). Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University. Sustainability, 14(1). https://doi.org/10.3390/su14010568
Van Den Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy and Education, 29(1), 35–55. https://doi.org/10.1080/1475939X.2019.1695657
van Pelt, J.C. (2011). Toward a Polanyian Critique of Technology: Attending From the Indwelling of Tools to the Course of Technological Civilization. Bulletin of science, technology & society, 31(3), 236–246. https://doi.org/10.1177/0270467611406518
Vandeyar, T. (2020). The academic turn: Social media in higher education. Education and Information Technologies, 25(6), 5617–5635. https://doi.org/10.1007/s10639-020-10240-1
Vartiainen, H., Leinonen, T., & Nissinen, S. (2019). Connected learning with media tools in kindergarten: an illustrative case. Educational Media International, 56(3), 233–249. http://10.0.4.56/09523987.2019.1669877
Walker, J., Towey, D., Pike, M., Kapogiannis, G., Elamin, A., & Wei, R. (2020). Developing a pedagogical photoreal virtual environment to teach civil engineering. Interactive Technology and Smart Education, 17(3), 303–321. https://doi.org/10.1108/ITSE-10-2019-0069
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641
Waters, S., Russell, W.B., & Hensley, M. (2020). Cyber Bullying, Social Media, and Character Education: Why It Matters for Middle School Social Studies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(4), 195–204. https://doi.org/10.1080/00098655.2020.1760770
Zuboff, S. (2015). Big other: surveillance capitalism and the prospects of an information civilization. Journal of information technology, 30(1), 75–89. https://doi.org/10.1057/jit.2015.5
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2022 Wilson Otchie, Emanuele Bardone, Margus Pedaste
Questo lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
