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Teacher Perspectives on How Social Media is Changing Teacher-Student Relationships.
|Title:||Teacher Perspectives on How Social Media is Changing Teacher-Student Relationships.|
|Authors:||Keasberry, Chester W.|
|Contributors:||Learning Design and Technology (department)|
Social Penetration Theory
show 1 moreBrunei.
|Date Issued:||Aug 2017|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||The prevalence of social media today has made it a ubiquitous presence in many people’s lives.|
Different social media tools have also permeated education, and teachers today have to decide
whether these tools would be useful for their teaching, figure out how to best utilize them, and
consider how they affect different aspects of their relationships and roles as educators. The
purpose of this multiple methods study was to examine teacher perspectives on how social media
is affecting the teacher-student relationship, as well as their roles as teachers. Data were collected
through qualitative interviews, quantitative surveys, and a card sort task conducted during
interviews. Purposive sampling was used to select 10 interview participants who used social
media with their students. The card sort examined teachers’ perceived ‘digital native’ trait
differences between them and their students. Surveys were also randomly distributed to four
schools, garnering 63 survey responses. The findings revealed that teachers perceived social
media impacted the teacher-student relationship in both academic and interpersonal aspects, as
well as affecting teacher-student interactions, classroom dynamics, and student behavioral and
learning outcomes. This study posits the systemic nature of the teacher-student relationship, and
that what affects one aspect of that relationship will affect the others in both academic and
interpersonal ways. Overall, the study concluded that with further research, a more complete
picture of the teacher-student relationship could be gained and used to increase student
motivation, engagement, and possible achievement.
|Description:||Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ph.D. - Learning Design and Technology|
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