Cultural-Historical Psychology
2016. Vol. 12, no. 3, 290–309
doi:10.17759/chp.2016120318
ISSN: 1816-5435 / 2224-8935 (online)
Collaborating on Facebook: Teachers Exchanging Experiences Through Social Networking Sites
Abstract
General Information
Keywords: Online communication, Collaboration, Secondary education, Facebook, Teachers online
Journal rubric: Empirical Research
Article type: scientific article
DOI: https://doi.org/10.17759/chp.2016120318
For citation: da Cunha F.R. Júnior, van Oers B., Kontopodis M. Collaborating on Facebook: Teachers Exchanging Experiences Through Social Networking Sites. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2016. Vol. 12, no. 3, pp. 290–309. DOI: 10.17759/chp.2016120318.
References
- Austin R., Smyth J., Rickard A., Quirk-Bolt N., and Metcalfe N. Collaborative Digital Learning in Schools: Teach- er Perceptions of Purpose and Effectiveness. Technology, Peda- gogy and Education, 2010. Vol. 19, pp. 327—343.
- Baskerville D. Integrating On-Line Technology into Teaching Activities to Enhance Student and Teacher Learning in a New Zealand Primary School. Technology, Pedagogy and Education., 2012. Vol 21, pp.119—135.
- Bentley T. Innovation and Diffusion as a Theory of Change. In Hargreaves A. (eds.) Second International Hand- book of Educational Change. Springer, 2009, pp. 29—46.
- Brasil M. Parâmetros Curriculares Nacionais [National Curricular Guidelines]. Brasília: Ministério da Educação e Cultura, 2000. 109 p.
- Bronckart J.-P. Atividade de linguagem, textos e dis- cursos [Language activity, texts and discourses], 2ª ed. São Paulo: Educ, 1999. 358 p.
- Cayton—Hodges G., Feng G., and Pan X. Tablet-Based Math Assessment: What Can We Learn from Math Apps? Ed- ucational Technology & Society, 2015. Vol. 18, pp. 3—20.
- Charlton P., Magoulas G., and Laurillard D. Enabling Creative Learning Design through Semantic Technologies. Technology, Pedagogy and Education, 2012. Vol. 21, pp. 231—253.
- Cunha Jr.F.R, van Oers B., and van Kruistum C. Teach- ers and Facebook: Using Online Groups to Improve Students’ Communication and Engagement. Communication Teacher, 2016. Vol. 30.
- Cunha Jr.F.R. Student training for promoting collab- orative agency: the monitoring activities. Ponte, 2016. Vol. 72, pp. 170—187.
- Datnow A. and Park V. Large-Scale Reform in the Era of Accountability: The System Role in Supporting Data— Driven Decision Making. In Hargreaves A. (eds.) Second In- ternational Handbook of Educational Change. London & New York: Springer, 2009. Vol. 23, pp. 209—220.
- Engeström Y. Activity theory and the social construc- tion of knowledge: a story of four umpires. San Diego: Univer- sity of California, 1999.
- Engeström Y. Learning by expanding: an activity-the- oretical approach to developmental research, 2 ed. Cambridge: Cambridge University Press, 2015. 338 p.
- Facebook. 45% da população brasileira acessa o Facebook mensalmente [45% of Brazilians access Face- book every month]. 2015. Available at: https://www.facebook.com/business/news/BR-45-da-populacao-brasileira-acessa-o-Facebook-pelo-menos-uma-vez-ao-mes (Accessed 25.07.2016)
- Fullan M. and Hargreaves A. A escola como organiza- ção aprendente. Buscando uma educação de qualidade [The school as a learning organization. Seeking a quality education], 2 ed. Porto Alegre: Artmed, 2000. 402 p.
- Goodband J.H., Solomon Y., Samuels P.C., Lawson D., and Bhakta R. Limits and potentials of social networking in academia: case study of the evolution of a mathematics Facebook community. Learning, Media and Technology, 2012. Vol. 37, pp. 236—252.
- Gray K., Chang S., and Kennedy G. Use of Social Web Technologies by International and Domestic Undergraduate Students: Implications for Internationalising Learning and Teaching in Australian Universities. Technology, Pedagogy and Education, 2010. Vol. 19, pp. 31—46.
- Heo G.M. and Lee R. Blogs and Social Network Sites as Activity Systems: Exploring Adult Informal Learning Process through Activity Theory Framework. Educational Technology & Society, 2013. Vol. 16, pp. 133—145.
- Hewitt A. and Forte A. Crossing boundaries: Identity management and student/faculty relationships on the Face- book. Poster presented at CSCW, Banff, Alberta, 2006, pp. 1—2.
- Hutchens J.S., Hayes T. In your facebook: examining Facebook usage as misbehavior on perceived teacher cred- ibility. Education and Information Technologies, 2014. Vol. 19, pp. 5—20.
- John-Steiner V. Creative collaboration. New York: Ox- ford University Press, 2000. 288 p.
- Junco R. iSpy: seeing what students really do online. Learning, Media and Technology, 2014. Vol. 39, pp. 75—89.
- Kerbrat-Orecchioni C. Análise da conversação: princípios e métodos [Conversational analysis: principles and methods]: Parábola, 2006. 143 p.
- Kimmons R. and Veletsianos G. The fragmented educa- tor 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. Computers & Education, 2014. Vol. 72, pp. 292—301.
- Leontiev A. N. Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice Hall, 1978. 196 p.
- Liberali F. C. Creative Chain in the Process of Becom- ing a Totality [A cadeia criativa no processo de tornar—se to- talidade]. Bakhtiniana, 2009. Vol. 1, pp. 100—124.
- Magalhães M. C.C. Projetos de formação continua de educadores para uma prática crítica [Teacher education proj- ects towards a critical praxis]. The ESPecialist, 1998. Vol. 19, pp.169—184.
- Magalhães M.C.C. Theoretical-Methodological Choices in AL Research: Critical Research of Collaboration in Teacher Education. Inter Fainc., 2011. Vol. 1, pp. 34—45.
- Mazer J., Murphy R., and Simonds C. I’ll See You On Facebook: The Effects of Computer-Mediated Teacher Self- Disclosure on Student Motivation, Affective Learning, and Classroom Climate. Communication Education, 2007. Vol. 56, pp. 1—17.
- Newman F. and Holzman L. Lev Vygotsky, um cien- tista revolucionário [Vygotsky, a revolutionary scientist]. São Paulo: Edições Loyola, 2004. 241 p.
- Ninin M.O.G. Da pergunta como ato monológico avali- ativo à pergunta como espaço para expansão dialógica [From question as a monological evaluative act to question as a dia- logic expansion space], 1 ed. São Carlos: Pedro & João Edi- tores, 2013. 183 p.
- Parrilla A. Os grupos de apoio entre professores no con- texto espanhol: origem, sentido e justificativa [Support groups among teachers in the Spanish context: origin, meaning and justification], In Daniels H. (ed.) Criação e desenvolvimento de grupos de apoio entre professores. São Paulo: Edições Loyola, 2004. 226 p.
- Savvidou C. ‘Thanks for sharing your story’: the role of the teacher in facilitating social presence in online discussion. Technology, Pedagogy and Education, 2013. Vol. 22, pp. 193— 211.
- Senge P.M. Education for an Interdependent World. In Hargreaves A. (eds.) Second International Handbook of Educa- tional Change. London & New York: Springer, 2009. Vol. 23, pp. 131—151.
- Shukor N., Tasir Z., van der Meijden H., and Harun J. Exploring Students’ Knowledge Construction Strategies in Computer-Supported Collaborative Learning Discussions Using Sequential Analysis. Educational Technology & Society, 2014. Vol. 17, pp.216—228.
- Unesco. Teaching and learning: achieving quality for all. UNESCO, 2013. 481 p.
- van Dijk J. The network society, 2 ed. London: SAGE Publications, 2006. 336 p.
- van Oers B. Developmental Education: Reflections on a CHAT-Research Program in the Netherlands. Learning, Cul- ture and Social Interaction. 2012. Vol. 1, pp. 57—65.
- Vygotsky L.S. The Collected Works of L.S. Vygotsky: Problems of General Psychology. New York and London: Ple- num Press, 1999. 396 p.
- Vygotsky L.S. Thought and Language. Cambridge: MIT Press, 2012. 307 p.
- Wang Q. and Lu Z. A Case Study of Using an Online Community of Practice for Teachers’ Professional Develop- ment at a Secondary School in China. Learning, Media and Technology, 2012. Vol 37, pp. 429—446.
Information About the Authors
Metrics
Views
Total: 3013
Previous month: 5
Current month: 6
Downloads
Total: 1561
Previous month: 0
Current month: 0