Designing the Model of Teacher-Student Media Communication in Elementary School: A Phenomenological Study
Document Type : Scientific-Research Article
Authors
1 phd student of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
2 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
3 Associate Professor of Educational Technology, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
4 Department of methods and curriclum planing, Faculty of Psychology and education, University of Tehran, Tehran, Iran
Abstract
The aim of the current research was to design a model of teacher-student media communication in elementary school. This research was conducted with a qualitative method of phenomenology. The scope of the research was formed by the teachers and students of the elementary level of Birjand city. According to the nature of the research, the purposeful sampling method was used. 13 teachers and 10 students received data through semi-structured interviews. In order to analyze the data, open, axial and selective coding methods were used. Lincoln and Goba criteria were used to ensure validity and reliability. Findings from the lived experiences of teachers and students in the form of 4 main themes of goals and reasons (news and awareness, education and file sharing, guidance and counseling, supervision and care, de-crisis, entertainment and leisure management), opportunities and threats. Internet infrastructure, equipment and electronic devices, way of thinking and culture, lack of expertise and technology literacy, availability and flexibility of time and place), development solutions (development of local social networks, promotion of student educational network (Shad), use of mass media, development of Internet and intranet infrastructures, support for underprivileged families, development of media literacy, switching to online platforms) and achievements and consequences (saving training time, easy and simple communication, monitoring and timely intervention, formation of learning Deeper and motivated, digital distraction, addiction and mental problems and academic failure) were organized.
Keywords
Main Subjects
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Hamre, B. K. & Pianta, R. C. (2006). Student-Teacher Communication . In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59-71).
Hershkovizt, A. & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook-mediated communication: Student perceptions. Comunicar. Media Education Research Journal, 25(2).
Juvonen, J. (2007). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42(4), 197-208.
Kaplan, A. M. & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68. URL: https://www.sciencedirect.com/science/article/abs/pii/ S0007681309001232
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Madge, C.; Meek, J.; Wellens, J. & Hooley, T. (2009). Facebook, social integration and informal learning at university:‘It is more for socialising and talking to friends about work than for actually doing work’. Learning, media and technology, 34(2), 141-155. doi:10.1080/17439880902923606.
Malesky, L. A. & Peters, C. (2012). Defining appropriate professional behavior for faculty and university students on social networking websites. Higher Education, (63), 135-151. doi:10.1007/s10734-0119451-x.
Miron, E. & Ravid, G. (2015). Facebook groups as an academic teaching aid: Case study and recommendations for educators. Journal of Educational Technology & Society, 18(4), 371-384.URL: http://ifets.info/journals/18_4/28.pdf.
Moore, M. G. & Anderson, W. G. (Eds.). (2003). Handbook of distance education (No. 20890). L. Erlbaum Associates.
Pennings, H. J.; Brekelmans, M.; Sadler, P.; Claessens, L. C.; van der Want, A. C. & van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. Learning and Instruction, (55), 41-57.
Popovska, N. G.; Popovski, F. & Dimova, P. H. (2021). Communication strategies for strengthening the parent-teacher relationships in the primary schools. International Journal of Research Studies in Education, 123-134.
Prewett, S. L.; Bergin, D. A. & Huang, F. L. (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International, 40(1), 66-87.
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Spencer, J. (2003). Learning and teaching in the clinical environment. BmJ, 326(7389), 591-594.
Teclehaimanot, B. & Hickman, T. (2011). Student-teacher interaction on Facebook: What students find appropriate.
Tosto, M. G.; Asbury, K.; Mazzocco, M. M.; Petrill, S. A. & Kovas, Y. (2016). From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learning and individual differences, (50), 260-269. doi:10.1016/ j.lindif.2016.07.009.
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