scholarly journals The Development of Connective Action during Social Movements on Social Media

2021 ◽  
Vol 4 (1) ◽  
pp. 1-21
Author(s):  
Milad Mirbabaie ◽  
Felix Brünker ◽  
Magdalena Wischnewski ◽  
Judith Meinert
Keyword(s):  
Social Media ◽  
Social Movements ◽  
Communication Technologies ◽  
Social Media Analytics ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Connective Action ◽  
Influential Users ◽  
The Individual ◽  
First Time

In recent years, the development of information communication technologies, such as social media, has changed the way people communicate and engage in social movements. While conventional movements were fought in the streets, social media has enabled movements to take place online. In this article, we aim to investigate the role of social media during social movements that evolve online under the scope of the theory of connective action. Specifically, we examined Twitter communication during the #metoo debate. To this end, we examined two datasets (2017 and 2019) and combined methods from social media analytics to identify influential users, with a manual content analysis to classify influential users into roles. Likewise, a manual classification found distinct communication categories. Through regression analysis, we were able to gage the individual contribution of these categories and roles based on the retweet probability. This study introduces for the first time the terms of connective action starters and maintainers.

The Role of ICTs in Primary Science Education in Developing a Community of Learners to Enhance Scientific Literacy

2010 ◽  
pp. 103-122
Author(s):  
Beverley Jane ◽  
Marilyn Fleer ◽  
John Gipps
Keyword(s):  
Scientific Literacy ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Community Of Learners ◽  
Scientific Concepts ◽  
Information Communication ◽  
Facilitated Communication ◽  
The Individual ◽  
Pre Service Teacher

The purpose of this chapter is to show how information communication technologies (ICT) facilitated communication between primary pre-service teachers that enabled a ‘community of learners’ to develop children’s scientific literacy. Cultural-historical theory was used to frame a study that sought to explicitly go beyond thinking as being individualistic, and to show how thinking can also be considered as a collective endeavour. In particular the study identifies how thinking forms part of a ‘community of learners’ both virtually and in reality within classrooms. The study was able to make visible child and pre-service teacher interactional sequences that brought together everyday concepts and scientific concepts to support concept formation in science. The study revealed the dialectical relations between everyday concepts and scientific concepts for moving from an interpsychological level to an intrapsychological level. The collective, rather than the individual orientation, made such a perspective possible. Importantly, the use of ICTs facilitated communication between members of the collective.

scholarly journals Cacophony or Empowerment? Analysing the Impact of New Information Communication Technologies and New Social Media in Southeast Asia

2011 ◽  
Vol 30 (4) ◽  
pp. 3-31 ◽  
Author(s):  
Jason P. Abbott
Keyword(s):  
Social Media ◽  
Social Networking ◽  
Arab World ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Protest Movements ◽  
Human Rights Abuses ◽  
New Information ◽  
The Impact

The capabilities, tools and websites we associate with new information communication technologies and social media are now ubiquitous. Moreover tools that were designed to facilitate innocuous conversation and social interaction have had unforeseen political impacts. Nowhere was this more visible than during the 2011 uprisings across the Arab World. From Tunis to Cairo, and Tripoli to Damascus protest movements against authoritarian rule openly utilized social networking and file sharing tools to publicize and organize demonstrations and to catalogue human rights abuses. The Arab Spring, or Jasmine Revolution, was an event that was both witnessed and played out in real time online. This article explores the impacts and effects of these technologies on regimes in East Asia, in particular exploring the extent to which they proffer new capabilities upon activists and reformers in the region's semi-democratic and authoritarian regimes. Drawing on data on Internet and smartphone use, as well as case studies that explore the role of these technologies on the 2008 and 2011 general elections in Malaysia and Singapore respectively, this article suggests that the Internet and social networking platforms do present unique opportunities for activists, citizens and social movements.

Information Communication Technologies for the Lifelong Learning

2010 ◽  
Vol 1 (2) ◽  
pp. 22-27
Author(s):  
Laura Corazza
Keyword(s):  
Lifelong Learning ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Educational Activity ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Learning Society ◽  
Life Long Learning ◽  
The Individual ◽  
Self Instruction

In today’s knowledge society, better identified as a learning society, the opportunities for self-instruction and lifelong learning are playing an increasing role due to Information Communication Technologies. Old and new communication technologies offer possibilities for learning, as long as the worker is capable of learning in autonomy. Training has a central role as an educational activity, which aims at promoting and updating knowledge. Knowledge society does not only require citizens and workers to have basic skills; it asks for a life-long learning. Documentation is a form of communication that allows tacit, unexpressed, informal knowledge to emerge. It provides knowledge of the individual experiences of teachers and educators that can be widely shared. In knowledge management, audiovisual and multimedia documentation has proved to be a useful and efficient means of recording the experiences that are to be shared.

Information Communication Technologies for the Lifelong Learning

2012 ◽  
pp. 124-129 ◽  
Author(s):  
Laura Corazza
Keyword(s):  
Lifelong Learning ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Educational Activity ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Informal Knowledge ◽  
Life Long Learning ◽  
The Individual ◽  
Self Instruction

In today’s knowledge society, better identified as a learning society, the opportunities for self-instruction and lifelong learning are playing an increasing role due to Information Communication Technologies. Old and new communication technologies offer possibilities for learning, as long as the worker is capable of learning in autonomy. Training has a central role as an educational activity, which aims at promoting and updating knowledge. Knowledge society does not only require citizens and workers to have basic skills; it asks for a life-long learning. Documentation is a form of communication that allows tacit, unexpressed, informal knowledge to emerge. It provides knowledge of the individual experiences of teachers and educators that can be widely shared. In knowledge management, audiovisual and multimedia documentation has proved to be a useful and efficient means of recording the experiences that are to be shared.

scholarly journals Information and communication technologies and their use for the development of oral speech of senior school students

2020 ◽  
pp. 74-84
Author(s):  
Olesia Musurivska ◽  
Anastasia Kosovan
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Educational Process ◽  
Information Communication Technologies ◽  
Information Communication ◽  
School Students ◽  
Oral Speech ◽  
Information And Communication ◽  
The Individual

According to the principal ideas of the Concept of introduction of media education in Ukraine, the process of teaching and learning has to rely on information communication technologies, preparing the individual to use them skilfully and safely. This corresponds to the main aim for the teacher of a foreign language – to help learners to master skills and knowledge and to follow their own educational path. The article deals with the main aspects of using information communication technologies as a means of the development of oral speech at the English lessons in high school. The peculiarities of the development of oral speech at the final stage of school education in terms of communicative approach to language teaching and forms of information communication technologies are highlighted. During a school lesson teacher can use web quests, mailing, chats, audio- and video-conferencing, blogging, interactive applications and educational platforms. That is why it is important to understand the methodological characteristics of information communication technologies usage as well as their importance for modern education process. We also managed to reveal positive aspects and challenges of teaching English and developing oral speech with the help of information communication technologies during school practice. Using the information communication technologies has become one of the most popular tendencies in the process of education in today's world, as they help to intensify the educational process, promote perceivement and comprehension of huge amount of information.

Convergence and divergence of ICTs in Egyptian newsrooms: A longitudinal approach

2021 ◽  
Vol 13 (1) ◽  
pp. 53-71 ◽  
Author(s):  
Ahmed El Gody
Keyword(s):  
Social Media ◽  
Communication Technologies ◽  
Positive Development ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Cross Sectional ◽  
News Production ◽  
Daily Routines ◽  
Longitudinal Approach

The convergence of information communication technologies (ICTs) in news-making processes has changed the nature of news production in post-Arab Spring Egypt. Several newsrooms have integrated ICTs into their daily routines to develop their content and reconnect with their audiences. Although on the surface this seems a positive development, it appears that today, just a few years after integrating ICTs, Egyptian newsrooms are lagging behind. This study examines the utilization of ICTs – especially social media – in three Egyptian newsrooms. Three waves of questionnaires in 2012, 2014/2015 and 2018 which constitute a longitudinal survey of ICT convergence across the three newsrooms. The questionnaires’ repetition of cross-sectional questions allowed the author to measure changes in newsrooms’ adoption of ICTs over this seven-year span. In short, this study measures how newsroom culture has changed in relation to ICTs, how newsroom management views ICTs and the growing role of social media in newsroom operations.

The use of Information Technology as Tools of Developing Educational Communications for Realizing the Personal Potential of University Students

2020 ◽  
pp. 81-92
Author(s):  
Andrey Ivanovich Shutenko ◽  
◽  
Elena Nikolaevn Shutenko ◽  
Julia Petrovna Derevyanko ◽  
◽  
...  
Keyword(s):  
Communication Technologies ◽  
Developmental Model ◽  
Learning Activity ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Theoretical Terms ◽  
Higher Education System ◽  
Leading Role ◽  
Informational Environment

The article is devoted to the problem of educational communications development as a sphere of implementation of modern information-communication technologies in the higher education system. The purpose of the article is to present the structure and functions of educational communications aimed at the development of personal potential and self-realization of students. Methodology. The study is based on the methodology of personal and communicative-informational approaches in education, psychological-pedagogical provisions on the structure of communication, the leading role of learning activity, didactic principles of building an educational-informational environment. In theoretical terms, the study is based on the idea of the indirect implementation of ICT in education through the development of educational communications. The developing structure of educational communications, including didactic, informational-gnostic, interactive, psychological, attractive-motivational, value-semantic components, is presented. The possibilities of developing personal potential in educational communications are considered. The author’s developmental model of ICT functions is presented, which includes clusters of actual and latent functions aimed at the formation of information-educational space for the development of students’ personal potential. In conclusion, a inference was made about the prospects of the indirect introduction of modern ICT as tools for the development and functioning of various educational communications. At the same time, it is essential that these communications perform psychological and pedagogical tasks and functions.

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