Title: Teachers' beliefs about using technology to enhance the learning process of at-risk students

Authors: Paulo Moekotte; Saskia Brand-Gruwel; Henk Ritzen

Addresses: Department of Education and Quality Care, ROC van Twente Regional Training Centre for Vocational Education and Training and Adult Education, Gieterij 200 7553 VZ Hengelo, P.O. Box 636, 7550 APHengelo, The Netherlands ' Faculty Psychology and Educational Sciences, Open University of the Netherlands, Valkenburgerweg 177 6419 AT Heerlen, P.O. Box 2960, 6401 DLHeerlen, The Netherlands ' Applied Sciences of the Research Group 'Educational Arrangements in Societal Context', Saxion University of Applied Sciences, M.H. Tromplaan 28 7513 AB Enschede, P.O. Box 70.000, 7500 KBEnschede, The Netherlands

Abstract: In this case study, we explore the beliefs of teachers (AKA teachers) who work with at-risk students and consider using social media in their learning environment. We interviewed and observed a group of teachers who, as a project team, explored social media use in order to develop their practical knowledge and make informed decisions. We used a two-phased exploratory sequential design, combining qualitative and quantitative instruments to explore how and why AKA teachers consider and approach social media use. The teachers' beliefs were challenged and changed by the encounter with lived, practical examples of social media use in education. This is consistent with other research. Quantitative data indicate that teacher beliefs are also strongly influenced by the opinions of team managers and the practices of colleagues. What is most remarkable about these external influences is that these opinions have not been explicitly expressed and these practices have not been explicitly witnessed.

Keywords: at-risk students; social media; teacher beliefs; teaching strategy.

DOI: 10.1504/IJSMILE.2017.087669

International Journal of Social Media and Interactive Learning Environments, 2017 Vol.5 No.2, pp.108 - 136

Received: 04 Oct 2016
Accepted: 21 May 2017

Published online: 30 Oct 2017 *

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