Ali Fuad SELVİ
(Orta Doğu Teknik Üniversitesi, Eğitim ve Beşeri Bilimler, İngilizce Öğretmenliği Programı, Ankara, Türkiye)
Yıl: 2021Cilt: 21Sayı: 1ISSN: 1303-0876 / 2667-8683Sayfa Aralığı: 251 - 272İngilizce

25 0
Blurring Boundaries: Facebook Groups as Digital Teachers’ Lounges for ELT Professionals
Recent years have witnessed a rapid and widespread proliferation of information technologies and internet-based applications and platforms, commonly referred to as social media, which powerfully infused into almost every aspect of our lives, including teaching, teacher education and professional development. Departing from this premise, the current study provided a systematic analysis of Facebook groups serving as networks of professional development for ELT professionals in Turkey. The two-level analysis adopted lurking as a data collection strategy and thematic content analysis as an analytical lens. The macro analysis generated a corpus of these groups (n=55) and investigated how they positioned themselves by analyzing their group size, titles, descriptions and group cover photos. The micro analysis focused on two of the most influential groups and shed light on the actual activities in the form of posts occurring in these groups in June 2020 (n=189, n=1,063, respectively, and a total of n=1,252). The two-level analysis indicated that these groups could be defined as utilitarian (predominantly requesting information and/or providing supplementary docs, instructional videos, revision tests) and socially-oriented (social exchanges with like-minded colleagues). Thus, it could be argued that these groups serve primarily as professionally-focused spaces of socialization, like a digital teachers’ lounge where teachers (coming from the same area of specialty) interact with each other, socialize but also discuss work, give or ask for help on a range of professional, administrative, logistical and administrative matters.
DergiAraştırma MakalesiErişime Açık
  • AERA (2011). Code of Ethics. http://www.aera.net/Portals/38/docs/About_AERA/CodeOfEthics%281%29.pdf
  • Atmaca, Ç. (2014). To Facebook or not to Facebook? International Journal of Arts & Sciences, 7(6), 183-202. Retrieved from http://www.universitypublications.net/ijas/0706/pdf/P4RS167.pdf
  • Aydın, S. (2012). A review of research on Facebook as an educational environment. Education Technology Research and Development, 60(6), 1093-1106. https://doi.org/10.1007/s11423-012-9260-7
  • Balçıkanlı, C. (2015). Facebook in teacher education: Adoption, use and educational use. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 11(3), 82-99. Retrieved from https://files.eric.ed.gov/fulltext/EJ1086653.pdf
  • Bedford, L. (2019). Using social media as a platform for a virtual professional learning. community. Online Learning, 23(3), 120-136. https://doi.org10.24059/olj.v23i3.1538
  • Bernard, C. F., Weiss, L., & Abeles, H. (2018). Space to share: Interactions among music teachers in an online community of practice. Bulletin of the Council for Research in Music Education, (215), 75-94. https://doi.org/10.5406/bulcouresmusedu.215.0075
  • Biçen, H., Özdamlı F., Uzunboylu, H. (2012). Online and blended learning approach on instructional multimedia development courses in teacher education. Interactive Learning Environments, 22(4), 529- 548. https://doi.org/10.1080/10494820.2012.682586
  • Bissessar, C. S. (2014). Facebook as an informal teacher professional development tool. Australian Journal of Teacher Education, 39(2), 121-135. https://doi.org/10.14221/ajte.2014v39n2.9
  • Börekçi, R. & Aydın, S. (2019). Foreign language teachers’ interactions with their students on Facebook. Computer Assisted Language Learning, 4(3), 217-239. https://doi.org/10.1016/j.system.2013.12.001
  • Carpenter, J. P. & Krutka, D. G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707-728. https://doi.org/10.1080/19415257.2014.939294
  • Cinkara, E. & Yalçın Arslan, F. (2017). Content analysis of a Facebook group as a form of mentoring for EFL teachers. English Language Teaching, 10(3), 40-53. https://doi.org/10.5539/elt.v10n3p40
  • Demiraslan Çevik, Y., Çelik, S., & Haşlaman, T. (2014). Teacher training through social networking platforms: A case study on Facebook. Australasian Journal of Educational Technology, 30(6), 714-727. https://doi.org/10.14742/ajet.615
  • Delen, İ. (2017). Teaching argumentation by using Facebook groups. International Journal of Instruction, 10(1), 151-168. https://doi.org/10.12973/iji.2017.10110a
  • Deniz, İ. D. (2016). Öğretmen mesleki gelişim aracı olarak bir Facebook grubunun incelenmesi [An examination of a Facebook group as a teacher professional development tool] (Unpublished master’s thesis), Gaziantep Üniversitesi, Gaziantep, Turkey.
  • Ekoç, A. (2014). Facebook groups as a supporting tool for language classrooms. The Turkish Online Journal of Distance Education, 15, 18-26. https://doi.org/10.17718/tojde.13403
  • Ellison, N. B. & Boyd, D. (2013). Sociality through social network sites. In W. H Dutton (Ed.), The Oxford handbook of internet studies (pp. 151-172). Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199589074.013.0008
  • Facebook (n.d.). Company info. Retrieved July 5, 2020, from https://about.fb.com/company-info/
  • Ford, L., Branch, G., & Moore, G. (2008). Formation of a virtual professional learning community in a combined local and distance doctoral cohort. AACE Journal, 16(2), 161-185. Retrieved from https://www.learntechlib.org/primary/d/24249
  • Foreman, C. (2017). 10 types of social media and how each can benefit your business. Retrieved July 5, 2020, from https://blog.hootsuite.com/types-of-social-media/
  • Fox, A. & Bird, T. (2017). The challenge to professionals of using social media: Teachers in England negotiating personal-professional identities. Education and Information Technologies, 22(2), 647-675. https://doi.org/10.1007/s10639-015-9442-0
  • Hogan, B. & Quan-Haase, A. (2010). Persistence and change in social media. Bulletin of Science, Technology & Society, 30(5), 309-315. https://doi.org/10.1177/0270467610380012
  • Iredale, A., Stapleford, K., Tremayne, D., Farrell, L., Holbrey, C., Sheridan-Ross, J. (2020). A review and synthesis of the use of social media in initial teacher education. Technology, Pedagogy and Education, 29(1), 19-34. https://doi.org/10.1080/1475939x.2019.1693422
  • Keating, L. (2017). Survey finds most people check their smartphones before getting out of bed in the morning. Retrieved July 5, 2020, from https://www.techtimes.com/articles/199967/20170302/survey-findspeople-check-smartphones-before-getting-out-bed.htm
  • Kemp, S. (2020). Digital 2020: Turkey. Retrieved July 5, 2020, from https://datareportal.com/reports/digital2020-turkey
  • Kling, R., McKim, G. & King, A. (2003). A bit more to it: Scholarly communication forums as socio-technical interaction networks. Journal of the American Society for Information Science and Technology, 54(1), 47-67. https://www.learntechlib.org/p/95586/.
  • Küçük, S., & Şahin, İ. (2013). From the perspective of Community of Inquiry framework: An examination of Facebook uses by pre-service teachers as a learning environment. The Turkish Online Journal of Educational Technology, 12(2), 142-156. Retrieved from http://www.tojet.net/articles/v12i2/12214.pdf
  • Lantz-Andersson, A., Lundin, M. & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75(1), 302-315. https://doi.org/10.1016/j.tate.2018.07.008
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Lenihan, A. (2011). “Join our community of translators”: Language ideologies and/in Facebook. In C. Thurlow & K. Mroczek (Eds.), Digital discourse (pp. 48-64). New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199795437.003.0003
  • Manca, S., & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment. Journal of Computer Assisted Learning, 29(6), 487- 504. https://doi.org/10.1111/jcal.12007
  • Manca, S., & Ranieri, M. (2017). Implications of social network sites for teaching and learning. Where we are and where we want to go. Education and Information Technologies, 22(2), 605-622. https://doi.org/10.1007/s10639-015-9429-x
  • Miller, D., Costa, E., Haynes, N., McDonald, T., Nicolescu, R., Sinanan, J., Spyer, J., Venkatraman, S., & Wang, X. (2016). How the world changed social media. London: UCL Press.
  • Nonnecke, B. & Preece, J. (2000). Lurker demographics: Counting the silent. Proceedings of CHI 2000. The Hague: ACM. https://doi.org/10.1145/332040.332409
  • Özdemir, E. (2017). Promoting EFL learners’ intercultural communication effectiveness: a focus on Facebook. Computer Assisted Language Learning, 6, 510-528. https://doi.org/10.1080/09588221.2017.1325907
  • Öztürk, E. (2015). Facebook as a new community of inquiry environment: An investigation in terms of academic achievement and motivation. Journal of Baltic Science Education, 14(1), 20-33. Retrieved from http://www.scientiasocialis.lt/jbse/files/pdf/vol14/20-33.Ozturk_JBSE_Vol.14_No.1.pdf
  • Patahuddin, S. M., & Logan, T. (2019). Facebook as a mechanism for informal teacher professional learning in Indonesia. Teacher Development, 23(1), 101-120. https://doi.org/10.1080/13664530.2018.1524787
  • Peeters, W., & Pretorius, M. (2020). Facebook or fail-book: Exploring “community” in a virtual community of practice. ReCALL, 32(3), 291-306. https://doi.org/10.1017/S0958344020000099
  • Peña-Ayala A. (2020). Educational networking: A novel discipline for improved learning based on social networks. Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-29973-6
  • Perryman, L.-A., & Coughlan, T. (2014). When two worlds don’t collide: Can social curation address the marginalisation of open educational practices and resources from outside academia? Journal of
  • Interactive Media in Education, 2014(2), Art. 3. https://doi.org/10.5334/jime.ab Prenger, R., Poortman, C. L., & Handelzalts, A. (2019). The effects of networked professional learning communities. Journal of Teacher Education, 70(5), 441–452. https://doi.org/10.1177/0022487117753574
  • Ranieri, M., Manca, S. & Fini, A. (2012). Why (and how) do teachers engage in social networks? An exploratory study of professional use of Facebook and its implications for lifelong learning. British Journal of Educational Technology, 43(5), 754-769. https://doi.org/10.1111/j.1467-8535.2012.01356.x
  • Reinhardt, J. (2019). Metaphors for social media-enhanced foreign language teaching and learning. Foreign Language Annals, 53(2), 234-242. https://doi.org/10.1111/flan.12462
  • Rheingold, H. (2012). Net smart. Cambridge, MA: MIT Press. Rodríguez-Hoyos, C., Haya, I & Fernández-Diáz, E. (2015). Research on SNS and education: The state of the art and its challenges. Australasian Journal of Educational Technology, 31(1), 100-111. https://doi.org/10.14742/ajet.995
  • Rutherford, C. (2010). Facebook as a source of informal teacher professional development. In education, 16(1), 60-74. Retrieved from https://journals.uregina.ca/ineducation/article/view/76/512
  • Selwyn, N. & Stirling, E. (2016). Social media and education … now the dust has settled. Learning, Media and Technology, 41(1), 1-5. https://doi.org/10.4324/9781315121697-intro
  • Statista (2021a). Distribution of Facebook users worldwide as of January 2021, by age and gender. https://www.statista.com/statistics/376128/facebook-global-user-age-distribution/
  • Statista (2021b). Distribution of Facebook users in Turkey as of January 2021, by age of users. https://www.statista.com/statistics/1030023/facebook-users-turkey/
  • Staudt, D., St. Clair, N., & Martinez, E. E. (2013). Using Facebook to support novice teachers. The New Educator, 9, 152-163. https://doi.org/10.1080/1547688x.2013.778764
  • Sumuer, E., Esfer, S. & Yıldırım, S. (2014). Teachers’ Facebook use: Their use habits, intensity, self-disclosure, privacy settings, and activities on Facebook. Educational Studies, 40(5), 537-553. https://doi.org/10.1080/03055698.2014.952713
  • Tønnessen, L.G. (2019). Facebook as a tool for teacher collaboration: A study of how Norwegian ESL teachers participate and share knowledge on social networking sites (Unpublished master’s thesis), Norwegian University of Science and Technology, Trondheim, Norway.
  • Veletsianos, G. (2016). Social media in academia. New York: Routledge.
  • Yıldırım, İ. (2019). Using Facebook groups to support teachers’ professional development. Technology, Pedagogy and Education, 28(5), 589-609. https://doi.org/10.1080/1475939x.2019.1686714
  • Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246. https://doi.org/10.1177/135050840072002

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © 2019 Tüm Hakları Saklıdır.