Search results for: Social networks

The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life.

Establishment of the Shluvim network in 2010 responded to the Israeli education profession's need to introduce innovative pedagogical challenges. This social-professional network provides a virtual space for its members, empowering them through discussion on different aspects of education. The article describes a case study, employing both qualitative and quantitative methodology (questionnaires and interviews), to identify the dynamics of quantitative components involved in the evolvement of the network and to elicit members' experiences in the communication process. Findings reveal challenges involved in informed use of social networking in education and show how participation in the professional network can assist members' professional development, although it is necessary to adapt to changes in usage patterns and competition with alternative social networks. The research enhances understanding of the social-professional network's role as an empowering environment for the Israeli education system in general and for teachers' education and professional development in particular.

WhatsApp is a smartphone application for instant messaging. Lately the application's popularity has risen. One of the unique features of the application is its ability to enhance communication within a group. Classroom communication between teaching faculty and high school students using WhatsApp has not yet, to our knowledge, been researched thoroughly. Therefore, we have chosen to conduct an exploratory research project employing a qualitative method. Twelve half- structured interviews were carried out with teachers who use the application in order to communicate with their pupils.

Sarit Yaakov writes about Inbal Gal, special education teacher at the Alon Elementary School in Haifa, who introduced her class to the Nipagesh safe private social network for elementary schools before the summer vacation. After teaching the students how to sign up for Nipagesh, change profile pictures and create new pages, they went home and began to communicate with each other, create new pages and exchange ideas about their vacation plans.