Search results for: Social networks
Page 1/2 17 items
Cyberbullying in WhatsApp Classmates’ Groups: Evaluation of an Intervention Program Implemented in Israeli Elementary and Middle Schools
Social networking platforms, such as WhatsApp, constitute a major part of adolescents’ social lives. Alongside the positive aspects of such platforms, there is a risk of using them as a means for cyberbullying. Schools have become increasingly aware of this risk and are prioritizing fighting cyberbullying through intervention programs, yet few interventions have been studied for their effectiveness. This study reports the results of a wide-scale school-based intervention designed to reduce cyberbullying and improve usage norms in WhatsApp classmates’ groups.
Updated: Aug. 16, 2018
“Whatsapp, Teacher?” - Student Perspectives on Teacher-Student Whatsapp Interactions in Secondary Schools
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.
Updated: Aug. 15, 2018
A Virtual Safe Zone: Teachers Supporting Teenage Student Resilience Through Social Media in Times of War
We examine how teacher-student communication through social network technologies may support student resilience during an ongoing war (i.e., the 2014 Israel-Gaza war). Based on student responses from open-ended surveys (N = 68), five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The mere existence of continuous online contact with teachers also contributed to resilience perceptions. Interviews with 11 secondary school teachers revealed three main purposes for this communication: (a) delivering emotional support to students, (b) monitoring their distress; and (c) maintaining civilized norms of discourse. Practical implications and theoretical contributions are discussed.
Updated: May. 16, 2018
The Shluvim Social-Professional Network: A Bridge for Educational Challenges and Trailblazers in Education
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.
Updated: Feb. 12, 2018
The Jewish People Policy Institute has released two action-oriented papers that focus on the deep challenges facing Jewish continuity in North America. “Family, Engagement, and Jewish Continuity among American Jews,” was prepared at JPPI by Profs. Sylvia Barack Fishman and Steven M. Cohen. The second paper – “Learning Jewishness, Jewish Education, and Jewish Identity” – was prepared under the lead of Prof. Barack Fishman and Dr. Shlomo Fischer, a JPPI Senior Fellow in cooperation with the Institute’s experts in the field.
Updated: Jun. 18, 2017
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.
Updated: Aug. 19, 2015
Ken Gordon of PEJE, writes about the birth and growth of JEDLAB, the fastest-growing and liveliest network anywhere in the Jewish world. JEDLAB, a network of Jewish educators, on Twitter, Facebook and real life get-togethers, is based on the ideas of the MIT Media Lab.
Updated: Aug. 01, 2013
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.
Updated: Aug. 01, 2013
In response to the recently revised policy of the Israel Ministry of Education calling on high school teachers to create and utilize Facebook groups as a platform for learning, a group of Israeli educational leaders created a short Hebrew video guide for creating and using Facebook groups for learning.
Updated: Apr. 09, 2013
The “Death of Distance” or Sharing and Playing: Computers and Networks in Education and Learning – A MOFET Webinar with Prof. Sheizaf Rafaeli
In this free webinar, to be held on Wednesday Nov. 23, 2011 at 19:00 – 20:30 - Israel time, Prof. Sheizaf Rafaeli, of Haifa University, will critique the uses of computers and networks in teaching, educating and learning. Actors and stakeholders in the educational enterprise need to make informed, assertive and constructive use of social networks. Networks are where our students spend their time, and where knowledge is constructed, shared and stored. It is the educators' responsibility to infuse the news with content based on sharing and play.
Updated: Nov. 02, 2011