Exploring Pre-service Teachers’ Awareness on Using Social Networking Sites: Are they ready for digital citizenship?
Undergraduate students have been widely-adopted Social Networking Sites (SNSs) such as Facebook. Some issues were discussed among users concerning the users’ netiquette. For users like pre-service teachers who may or may not use SNSs for their communication tools in near future, however, there is a need for teacher education institutes to prepare their digital citizenship. This study examined three hundred and seventy seven pre-service teachers of the awareness of SNSs communication behaviors. Quantitative data indicated that the number of network friends was the most significant factors effects to SNSs communication behaviors and awareness. Qualitative data from the open-ended question revealed the need to revise the ED-TECH course for pre-service teachers to have more deep understanding on digital citizenship.
I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate
This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.
The role of masculine gender role stress in expressivity and social support network factors
This study examined the relationship of masculine gender roles stress (MGRS) to nonverbal and verbal expressivity in positive and negative emotional dyadic role-play situations. The relationship between masculine gender role stress and emotion-focused social support was also explored. Male subjects were differentiated by their appraisals of gender-related situations as stressful; they were rated on nonverbal facial expression and global verbal expressivity in positive and negative emotional situations. It was demonstrated that (a) all subjects were less nonverbally and verbally expressive in situations requiring positive emotional expression than in situations requiring negative emotional expression; (b) high MGRS subjects were less nonverbally expressive than low MGRS participants in both types of situations; (c) however, the high MGRS subjects were less verbally expressive than the lows only under emotionally positive conditions; and (d) while high MGRS subjects did not have smaller social support networks than the lows, they reported less satisfaction with their social support systems. Results were discussed in terms of gender roles and stress-buffering implications.