Pre-service teachers’ opinions on cloud supported social network
Article Sidebar
Main Article Content
Abstract
Pre-service teachers are expected to use new technologies such as Google+ which facilitates contacting, sharing in certain environments and working collaboratively with the help of cloud support in their lessons effectively. This study aims to examine pre-service teachers’ opinions regarding the use of Google+ to support lesson activities. In this study the data was collected using semi-structured interview techniques carried out with pre-service teachers (n=15) chosen by purposeful sampling. The purposes of using Google+ were sharing, chatting and communication, whereas Google Docs was mostly used for its efficiency, interaction, the prudential purpose of use and to support teaching. When the views of the pre-service teachers regarding the use of Google+ were examined it was found that interface being thought to be more complex than other social networks affected the teachers’ first impressions negatively. As the negative first impression towards Google+ changed in time, it was stated to have provided a number of teaching opportunities. Some suggestions regarding the opportunities Google+ offers were also made.
Keywords: Google+, social networks, pre-service teachers’ opinions, cloud computing.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
World Journal on Educational Technology: Current Issues is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under CC-BY license [Attribution 4.0 International (CC BY 4.0)].
Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi (BD-Center)is a gold open-access publisher. At the point of publication, all articles from our portfolio of journals are immediately and permanently accessible online free of charge. BD-Center articles are published under the CC-BY license [Attribution 4.0 International (CC BY 4.0)], which permits unrestricted use, distribution, and reproduction in any medium, provided the original authors and the source are credited.
References
Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: theory and empirical tests. The Internet and Higher Education, 11(2), 71-80.
Boyd, D. M., and Ellison, N. B. (2007), Social network sites: Definition, history, and scholarship. Journal of Computerâ€Mediated Communication, 13(1), 210-230.
Cheung, R., & Vogel, D. (2013). Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers & Education, 63, 160-175.
Cohen, J. N. (2012). Review: The Potential of Google+ as a Media Literacy Tool. The Journal of Media Literacy Education, 4(1), 9. Retrieved from: http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1086&context=jmle
Cormode, G., & Krishnamurthy, B. (2008). Key differences between Web 1.0 and Web 2.0. First Monday, 13(6).
Corrocher, N. (2011). The adoption of web 2.0 services: An empirical investigation. Technological Forecasting and Social Change, 78(4), 547-558.
Curran, K., Morrison, S., & Mc Cauley, S. (2012). Google+ v Facebook: The comparison. TELKOMNIKA Telecommunication, Computing, Electronics and Control, 10(2), 379-388.
Davis, F.D., Bagozzi, R. ve Warshaw, P. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003.
Davis, M. (2008). Semantic Wave 2008 Report: Industry Roadmap to Web 3.0 & Multibillion Dollar Market Opportunities. Executive Summary. Retrieved from: http://www.eurolibnet.eu/files/REPOSITORY/20090507165103_SemanticWaveReport2008.pdf
Educause Learning Initiative (2008). 7 things you should know about Google Apps. Retrieved 10 Novomber 2014 from: https://net.educause.edu/ir/library/pdf/ELI7035.pdf
Erkollar, A., & Oberer, B. (2011). Trends in Social Media Application: The potential of Google+ for education shown in the example of a bachelor’s degree course on marketing. In Software Engineering, Business Continuity, and Education, 257, 569-578.
Frazel, M. (2009). Using Google and Google tools in the classroom: Grades 5 and up. Teacher Created Resources, Westminster, Calif.
González-MartÃnez, J. A., Bote-Lorenzo, M. L., Gómez-Sánchez, E., & Cano-Parra, R. (2015). Cloud computing and education: A state-of-the-art survey. Computers & Education, 80, 132-151.
Grossman, R. L. (2009). The case for cloud computing. IT professional, 11(2), 23-27.
Hamlen, K. W., & Thuraisingham, B. (2013). Data security services, solutions and standards for outsourcing. Computer Standards and Interfaces, 35(1), 1–5.
International Society for Technology in Education (ISTE). (2007a). ISTE standarts students. Retrieved 24 November 2014 from: http://www.iste.org
International Society for Technology in Education (ISTE). (2007b). ISTE standarts teachers. Retrieved 24 November 2014 from: http://www.iste.org
Jou, M., & Wang, J. J. (2013). Observations of achievement and motivation in using cloud computing driven CAD: Comparison of college students with high school and vocational high school backgrounds. Computers in Human Behavior, 29(2), 364–369.
Judd, Charles M.; Smith, Eliot R. & Kidder, Louise H. (1991). Research methods in social relations (6th edition). Fort Worth, TX: Holt, Rinehart, and Winston, Inc.
Kaste, M. (2011). Facebook's Newest Challenger: Google Plus. Retrieved 24 November 2014 from: http://jagonews.com/2011/07/google-plus-facebooks-newest-challenger-preview/
Mason, R. (2006). Learning technologies for adult continuing education. Studies in Continuing Education, 28(2), 121-133.
Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444-453.
McLoughlin, C., & Lee, M. J. (2010). Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
Murray, K. E., & Waller, R. (2007). Social networking goes abroad. International Educator, 16(3), 56-59.
Osman, F. Y., & Ab Rahim, N. Z. (2011, November). Self-disclosure and Social network sites users' awareness. In Research and Innovation in Information Systems (ICRIIS), 2011 International Conference on IEEE, 1-6.
Parker, K., & Chao, J. (2007). Wiki as a teaching tool. Interdisciplinary Journal of e-learning and Learning Objects, 3(1), 57-72.
Patton, M. Q. (2005). Qualitative research. John Wiley & Sons, Ltd.
PEW RESEARCH, (2012). Social Networking Popular Across Globe. Retrieved 20 November 2014 from: http://www.pewglobal.org/2012/12/12/social-networking-popular-across-globe/
Ponnudurai, P., & Jacob, T. T. (2014). Facebook: A shift from social to academia. Procedia-Social and Behavioral Sciences, 123, 122-129.
Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning. Quarterly Review of Distance Education, 12(2), 113-124.
Selwyn, N. (2007). ‘Screw Blackboard... do it on Facebook!’: an investigation of students’ educational use of Facebook. Ponencia. En: Poke.
Shaw, C. (2014). Implementing an online social network for health communication (Unpublished Master Thesis). The University of New Mexico, Albuquerque, New Mexico.
Siegle, D. (2010). Cloud Computing: A free technology option to promote collaborative learning. Gifted Child Today, 33(4), 41-45. Retrieved July 12 2014 from: http://files.eric.ed.gov/fulltext/EJ898571.pdf on
Strudler, N., & Grove, K. (2013). I see you: Using the affordances of Google+ to increase social and teaching presence in an online undergraduate teacher education course. ISTE 2013, San Antonio, TX.
Sultan, N. (2010). Cloud computing for education: A new dawn?. International Journal of Information Management, 30(2), 109-116.
Tal-Elhasid, E., & Meishar-Tal, H. (2007). Wikis in academic courses: Models of usage and collaboration. Learning in the technological era, 127-136.
Tseng, S. C., & Tsai, C. C. (2007). On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education, 49(4), 1161-1174.
TUÄ°K, (2014). Hane halki bilisim teknolojileri kullanim araÅŸtirmasi. Retrieved November 15, 2014 from: http://www.tuik.gov.tr/PreHaberBultenleri.do?id=16198
Vaquero, L. M., Rodero-Merino, L., Caceres, J., & Lindner, M. (2008). A break in the clouds: towards a cloud definition. ACM SIGCOMM Computer Communication Review, 39(1), 50-55.
Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428-438.
Watson, J., Besmer, A., & Lipford, H. R. (2012, July). + Your circles: sharing behavior on Google+. In Proceedings of the Eighth Symposium on Usable Privacy and Security (p. 12). ACM.
Wu, T. T. (2014). Using smart mobile devices in social-network-based health education practice: A learning behavior analysis. Nurse Education Today, 34(6), 958-963.
Yee, K., & Hargis, J. (2011). Using Google+ for instruction. (Notes for Editor-1) Turkish Online Journal of Distance Education, 12(4), 1302-6488.
Yensen, J. (2012). Mentoring and performance support for graduate students using Google+. Online Journal of Nursing Informatics (OJNI), 16(3).
Yildirim, A., & Simsek, H. (2006). Sosyal bilimlerde nitel arastirma yontemleri. Ankara: Seckin Yayinevi.