Academic networking. (c2012)

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dc.contributor.author Jammal, Belal
dc.date.accessioned 2012-06-01T08:45:35Z
dc.date.available 2012-06-01T08:45:35Z
dc.date.copyright 2012 en_US
dc.date.issued 2012-06-01
dc.date.submitted 2012-04-10
dc.identifier.uri http://hdl.handle.net/10725/1178
dc.description Includes bibliographical references (leaves 63-68). en_US
dc.description.abstract This study chooses to take an approach that recognizes that children of the 21st century are exceptionally well advanced in modern day technologies, and possess technological literacy that is superior to that of the majority of adults in our societies. From video games, to software, to communication tools, to social media, chances are that students depend on and interact with these emerging medias much more than their teachers do. The purpose of this study is to shed light on the current gaps between Lebanese teachers and students with respect to educational technology and social media. This study also attempts to measure if training teachers on the development and integration of such innovations actually improves students’ performance. Quantitative methods including a pilot study and an experimental method are used sequentially on a sample of 42 students and 42 teachers to answer the three research questions proposed by this study: 1) What are the differences in literacy rates between Lebanese teachers and students in regards to multimedia production software and social media? 2) Is the integration of educational videos through social media a relevant educational solution? 3) Are learning outcomes improved by integrating educational videos through social media? The experimental research method tested the outcomes of developing and integrating an educational YouTube video as homework versus the standard reading assignment on the subject of cell theory (8th grade biology). The results from the pilot study portray that Lebanese high school students are more advanced in technological literacy and practice in comparison to Lebanese teachers. The experiment results highlight a more consistent and less variable performance by students who were exposed to the social and educational media intervention in comparison to those who received a reading assignment instead. Accordingly a training method and suggestions to improve the quality of the professional development activities at schools were developed and proposed by the researcher in order to provide a more modern, relevant, and creative learning environment. en_US
dc.language.iso en en_US
dc.subject Teacher-student relationships -- Lebanon en_US
dc.subject Education -- Effect of technological innovations on -- Lebanon en_US
dc.subject Educational technology -- Lebanon en_US
dc.title Academic networking. (c2012) en_US
dc.type Thesis en_US
dc.title.subtitle Bridging the gap between teachers and students of the 21st century en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200104410 en_US
dc.author.commembers Dr. Mona Majdalani
dc.author.commembers Dr. Rima Bahous
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: xii, 99 leaves; col. ill.; 31 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Mona Nabhani
dc.keywords Social Media Integration en_US
dc.keywords Educational Technology Integration en_US
dc.keywords Educational Videos en_US
dc.keywords Multimedia Production en_US
dc.keywords Professional Development en_US
dc.keywords Academic Networking en_US
dc.keywords Educational Video Production Training en_US
dc.keywords Social Educational Media Integration Training en_US
dc.identifier.doi https://doi.org/10.26756/th.2012.12 en_US
dc.publisher.institution Lebanese American University en_US

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