Engagement and Knowledge Building in an Afterschool STEM Club: Analyzing Youth and Facilitator Posting Behavior on a Social Networking Site

Autor/inn/en	Won, Samantha G. L.; Evans, Michael A.; Huang, Lixiao
Titel	Engagement and Knowledge Building in an Afterschool STEM Club: Analyzing Youth and Facilitator Posting Behavior on a Social Networking Site
Quelle	In: Learning, Media and Technology, 42 (2017) 3, S.331-356 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2015.1119161
Schlagwörter	Clubs; After School Programs; STEM Education; Educational Technology; Technology Uses in Education; Student Attitudes; Social Networks; Learner Engagement; Knowledge Level; Rural Areas; Preadolescents; Middle School Students; Interaction; Coding; Program Effectiveness; Virginia + Suchen Sie Ihr Suchwort? Club; Klub; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; STEM; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Social network; Soziales Netzwerk; Wissensbasis; Rural area; Ländlicher Raum; Pre-adolescence; Präadoleszenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interaktion; Codierung; Programmierung
Abstract	Social networking sites (SNSs) are popular technologies used frequently among youth for recreational purposes. Increasing attention has been paid to the use of SNSs in educational settings as a way to engage youth interest and encourage academically productive discussion. Potential affordances of using SNSs for education include knowledge building, collaborative communities, and the ability to document and share processes and designs. In this study, the SNS, "Edmodo," is examined as an educational tool used with Studio STEM. Results indicated that youth appropriated "Edmodo" to exhibit engagement and articulate knowledge through reciting facts, acknowledging learning, and documenting progress with the guidance of instructors and facilitators. Based on results, we suggest that efforts to include SNSs in integrative science, technology, engineering, and mathematics programming for youth prioritize consistent monitoring and guidance by supportive and more knowledgeable others as this serves to develop community and encourage youth engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01