Documents found
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74.More information
With its total number of users (around 62 million) throughout the world, it is important to determine the views of academics who use Edmodo (the leading SLN. In this respect in the first part of this two-part research, the purpose was to examine academics’ (n=50) use of technology and social networks. As for the purpose of the second part, it was to determine the views of 12 academics—selected from the academics participating in the first part—who had experience in Edmodo about the basic features of Edmodo and about its use in education. In the study carried out with the mixed method, the qualitative and quantitative data were collected with an online questionnaire. The findings obtained were interpreted within the framework of cooperative learning and the theories of “Diffusion of Innovations” and “Uses and Gratifications,” and the related themes were formed. As a result, the academics with experience in Edmodo reported their views about the benefits of use of the Edmodo in education. Regarding the differences between Edmodo and social networks, the results suggested that the former was used completely for educational purposes and that it did not involve any unnecessary components.
Keywords: distance education, online learning, social network sites, social learning networks, improving classroom teaching, interactive learning environments, learning communities
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75.More information
La dernière décennie fut marquée par l’avènement des sites de réseautage social ouvrant la voie à une nouvelle façon de communiquer. Avec 900 millions d’utilisateurs, Facebook est de loin le plus populaire de ces sites (Facebook, 2013). Les caractéristiques propres à cette plateforme, telles que l’information présente en ligne de même que la nature publique des interactions, imposent une réflexion sur son potentiel social. Nombre d’auteurs suggèrent que l’utilisation de Facebook pourrait mener à une augmentation du capital social et plus précisément du capital social de type bridging. Basée sur cette théorisation du réseau social établie par Putnam (2001), cette recherche s’est interrogée sur la participation de Facebook à la restructuration du réseau social chez les jeunes universitaires. Ainsi, 176 étudiants nouvellement arrivés à l’Université …
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76.More information
In Tunisia, the graphical-political order is clear : the Arabic language, the sole language recognized by the Constitution, is expressed by the Arab alphabet, the French one by the Latin alphabet, numbers are used to express quantities, and written Tunisian has no official visibility. By contrast, the writings of statutes on Facebook challenge these arrangements. I propose to understand these writings as expressions of horizontal citizenship initiating a process of recognizing a language that has no official visibility. From a linguistic anthropological viewpoint, Facebook becomes a space for questioning the role of the state in its definition of a scriptural form of citizenship. Finally, I argue that recognition processes are not necessarily supported by explicit claims. They can rather take place in a relatively banal and informal way.
Keywords: Achour Kallel, anthropologie du langage, citoyenneté, écritures, Facebook, langue, reconnaissance, Tunisie, Achour Kallel, Citizenship, Facebook, Language, Linguistic Anthropology, Recognition, Tunisia, Writing, Achour Kallel, antropología del lenguaje, ciudadanía, escrituras, Facebook, lengua, reconocimiento, Túnez
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77.More information
Future teachers among whom many are digital natives, can be distinguished from preceding generations by their way of life and work. Does the use of ICT contribute in distancing them from the physical environment ? Are they involved in environmental action ? Our study aimed at understanding the relationships future teachers have with the physical and digital environments. The analysis of interviews conducted with pre-service teachers in Montreal and in Moncton shows that future teachers have a fragmented relationship with the natural environment. However, they are aware that nature provides them calmness, rejuvenation and beauty. Often visited, the digital environment offers them distraction, social affiliation, personalised information, quick execution and connection with the global world. The interviewed future teachers have few committment to the environment. The research shows the necessity to promote future teachers' relationships with their living environment with the help of outdoor activities in order to encourage them to better know, appreciate and improve their ecological and social community.
Keywords: TIC, action environnementale, enseignant, milieu naturel, milieu numérique, identité communautaire et identité écologique, ICT, environmental action, teachers, natural environment, digital environment, community identity, ecological identity