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A Model for Mobile Social Media Integration in Constructivist ESL Classrooms

A Model for Mobile Social Media Integration in Constructivist ESL Classrooms

Ellen Yeh, Nicholas Swinehart
Copyright: © 2018 |Pages: 22
ISBN13: 9781522539490|ISBN10: 1522539492|EISBN13: 9781522539506
DOI: 10.4018/978-1-5225-3949-0.ch004
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MLA

Yeh, Ellen, and Nicholas Swinehart. "A Model for Mobile Social Media Integration in Constructivist ESL Classrooms." Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning, edited by Jared Keengwe, IGI Global, 2018, pp. 68-89. https://doi.org/10.4018/978-1-5225-3949-0.ch004

APA

Yeh, E. & Swinehart, N. (2018). A Model for Mobile Social Media Integration in Constructivist ESL Classrooms. In J. Keengwe (Ed.), Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning (pp. 68-89). IGI Global. https://doi.org/10.4018/978-1-5225-3949-0.ch004

Chicago

Yeh, Ellen, and Nicholas Swinehart. "A Model for Mobile Social Media Integration in Constructivist ESL Classrooms." In Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning, edited by Jared Keengwe, 68-89. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3949-0.ch004

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Abstract

Social media, with its ability to create opportunities for interaction, presents a platform for applying technology into social constructivist learning contexts in innovative and meaningful ways. This chapter proposes a model for integrating mobile social media in a content-based ESL curriculum. Newly-arrived international art students were introduced to popular social media platforms and were trained on how to use these tools to conduct research and document their experiences in the field during a summer intensive program. Results are discussed in terms of effects on students' academic English knowledge and abilities, knowledge of local academic and creative cultures, and technology literacy. Finally, limitations and implications for future studies are explored.

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