Welcome to the InfoSci Platform
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: 21
ISBN13: 9781522556527|ISBN10: 1522556524|EISBN13: 9781522556534
DOI: 10.4018/978-1-5225-5652-7.ch014
Cite Chapter Cite Chapter

MLA

Yeh, Ellen, and Nicholas Swinehart. "A Model for Mobile Social Media Integration in Constructivist ESL Classrooms." Social Media in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2018, pp. 258-278. https://doi.org/10.4018/978-1-5225-5652-7.ch014

APA

Yeh, E. & Swinehart, N. (2018). A Model for Mobile Social Media Integration in Constructivist ESL Classrooms. In I. Management Association (Ed.), Social Media in Education: Breakthroughs in Research and Practice (pp. 258-278). IGI Global. https://doi.org/10.4018/978-1-5225-5652-7.ch014

Chicago

Yeh, Ellen, and Nicholas Swinehart. "A Model for Mobile Social Media Integration in Constructivist ESL Classrooms." In Social Media in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 258-278. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5652-7.ch014

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.