A MODERN PROBLEM FACED BY PRIMARY SCHOOL STUDENTS IN DISADVANTAGED REGIONS: THE TEACHER INFLUENCER
Some young and inexperienced teachers working in rural and disadvantaged areas in the city center of Turkey have the habit of constantly producing digital content and sharing virtual videos in classrooms/schools. Thus, the students become the material of virtual trade. The process of becoming a teacher influencer and its effects on the students were examined in detail. The research had a phenomenology design as one of the qualitative methods. The data were collected from the teachers of various teaching areas (n=201). According to the findings, the majority of the teachers participating in the research thought that being a teacher influencer, and teacher influencers caused damage to the students and violated children’s rights.
Keywords: Disadvantages regions, primary schools, teacher influencers, social media.
Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt web 2.0 technologies: theory and empirical tests. Internet and Higher Education, 11(2), 71-80. https://doi.org/10.1016/j.iheduc.2008.05.002
Altun, Ş. (2019). Sosyal medya ve şöhret kültürü:Youtube örneği [Social media and fame culture-youtube example], (Unpublished master’s dissertation). Istanbul Gelisim University, İstanbul, Turkey.
American Board. (2016). 10 social media rules for teachers. 27 April 2022 retrieved from https://www.americanboard.org/blog/10-social-media-rules-for-teachers/social-media-for-teachers/
Aslan, E., & Durmuş, S. (2020). Okul öncesi dönemde güncel bir ebeveyn davranışı: Sharenting [A current parent behavior in preschool: Sharenting], Journal of Early Childhood Studies, 4(1), 135-151. https://doi.org/10.24130/eccd-jecs.1967202041185
Audrezet, A., Kerviler, G., & Moulard, J. G. (2018). Authenticity under threat: When social media influencers need to go beyond self-presentation. Journal of Business Research, 117, 557-569. https://doi.org/10.1016/j.jbusres.2018.07.008
Aw, S., Widiarti, P. W., Setiawan, B., Mustaffa, N., Shahizan Ali, M. N., & Hastasari, C. (2020). Parenting and sharenting communication for preventing juvenile delinquency. Informasi, 50(2), 177-186 http://doi.org/10.21831/informasi.v50i2.36847.
Brooks, G., Drenten, J., & Piskorski, M. J. (2021). Influencer celebrification: How social media influencers acquire celebrity capital. Journal of Advertising, 50(5), 528-547.https://doi.org/10.1080/00913367.2021.1977737.
Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri [Scientific research methods], Ankara: Pegem Publishing.
Can, V. (2016). Öğretmen adaylarının çocuk ihmal ve istismarına yönelik bilgi ve farkındalık düzeylerinin değerlendirilmesi [Assessment of candidate teachers’ knowledge and awareness levels towards child neglect and abuse], (Unpublished master’s dissertation). Dicle Üniversity, Diyarbakır, Turkey.
Carpenter, J. P., & Harvey, S. (2019). There’s no referee on social media: Challenges in educator professional social media use. Teaching and Teacher Education, 86, 102904. https://doi.org/10.1016/j.tate.2019.102904
Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, 103149. https://doi.org/10.1016/j.tate.2020.103149
Carpenter, J. P., Shelton, C. S., & Schroeder, S. E. (2022). The education influencer: A new player in the educator professional landscape. Journal of Research on Technology in Education, 1-16. https://doi.org/10.1080/15391523.2022.2030267.
Cino, D., & Vandini, C. D. (2020). “Why does a teacher feel the need to post my kid?”: Parents and teachers constructing morally acceptable boundaries of children’s social media presence. International Journal of Communication, 14, 1153-1172.
Davis, S., & Yi, J. (2022). Double tap, double trouble: Instagram, teachers, and profit. E-Learning and Digital Media, 19(3), 1-20. https://doi.org/10.1177/20427530211064706.
Demirtaş, S. (2017). 8. sınıf öğrencilerinin sosyal medyayı eğitsel kullanmaları ile sosyal medya tutumlarının değişkenler açısından incelenmesi [Examination of eighth graders’ educational use of social media and social media attitudes in terms of variables], (Unpublished master’s dissertation). Pamukkale Üniversity, Denizli, Turkey.
Den Beemt, V. A., Thurlings, M., & Willems, M. (2020). Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy and Education, 29(1), 35-55. https://doi.org/10.1080/1475939X.2019.1695657
DMK. (1965). 657 sayılı devlet memurları kanunu [Public servants law], (Md. 28). Ankara: Resmi Gazetesi.
Dobrilă, M. C. (2021). Online education during pandemic: Sharenting vs. children’s right to their own image and education. Revista Românească pentru Educaţie Multidimensională, 13(1), 431-446. https://doi.org/10.18662/rrem/13.1/380.
Duggan, M., Lenhart, A., Lampe, C., & Ellison, N. B. (2015). Parents and social media. Pew Res. Cent, 1-37. 19 March 2022 retrieved from https://www.pewresearch.org/internet/2015/07/16/parents-and-social-media/
Duyar, A., & Bayar, E. (2020). Öğretmenlerin sosyal medya kullanımına ilişkin görüşleri [Teachers’ opinions about using social media], Iğdır University Journal of Social Sciences, 24, 425-447.
Erçetin, Ş. Ş., & Menteşe, M. (2012). What is happening to the students on social media?”. Humanity & Social Sciences Journal, 7(2), 104-109.
Erişir, R. M., & Erişir, D. (2018). Yeni medya ve çocuk: Instagram özelinde “sharenting” (“paylaşanababalık”) örneği [Children and the new media: example of “sharenting” specified to Instagram], New Media, (5), 50-64.
Fox, T., & Bird, A. (2015). The challenge to professionals of using social media: teachers in England negotiating personal-professional identities. Educ. Inf. Technol., 22, 647-675. https://doi.org/10.1007/s10639-015-9442-0
Gonzalez, P. A., Cañizares Alvarado, C. A., & Patiño Mosquera, G. A. (2018). Las redes sociales como factor de decisión: Millennials frente a la generación X. Rev. Econom. Política, 1, 9-28. https://doi.org/10.25097/rep.n27.2018.01
Goodwin, K. (2018). Dijital dünyada çocuk büyütmek. [Raising your child in a digital world]. Trans. T. Er. İstanbul: Aganta.
Gözüküçük, M., & Kıran, H. (2018). İkinci dili Türkçe olan ilkokul öğrencileriyle iletişim kurmada karşılaşılan sorunlar ve çözüm önerileri [The problems faced in communicating with elementary school students whose second language is Turkish and solution suggestions], Pamukkale University Journal of Social Sciences Institute, 32, 225-236. https://doi.org/10.30794/pausbed.424365.
Higgin, T. (2017). Protecting Student Privacy on Social Media: Do's and Don'ts for Teachers. 19 March 2022 retrieved from commonsense.org/education/articles/protecting-student-privacy-on-social-media-dos-and-donts-for-teachers
Hopwood, C. J., Thomas, K. M., Markon, K. E., Wright, A. C., & Krueger, R. F. (2012). DSM-5 Personality traits and DSM-IV personality disorders. J Abnorm Psychol., 121(2), 424-432. https://doi.org/10.1037/a0026656.
Johnson, M. (2014). Personality and executive functioning as explanatory variables in media technology use and responsiveness to media technology (Unpublished master’s dissertation). The University of Birmingham, Birmingham, England.
Kardaş, F. (2020). İrade eğitimi [How to train your willpower]. İstanbul: Timaş Publishing.
Keith, B., & Steinberg ,S. (2017). Parental sharing on the ınternet child privacy in the age of social media and the pediatrician’s role. JAMA Pediatrics, 171(5), 413-414. https://doi.org/10.1001/jamapediatrics.2016.5059
Kızıltaş, Y. (2022). Bilingual students, language conflict, language - culture shock: Situations faced by teachers assigned to eastern regions of Turkey. Journal of Theoretical Educational Science, 15(1), 191-215
Kittinaraporn, J. (2018). The innovation of social media and dijital narcissism (Unpublished doctoral dissertation). Thailand.
Kohn, A. (2021). Şımarık çocuk: Bir şehir efsanesi [The myth of the spoiled child]. (Trans. Y, Ataman,). Ankara: Görünmez Adam Publishing.
Kumar, K., & Naik, L. (2016). How to create an online survey using google forms. International Journal of Library and Information Studies, 6(3), 118-126.
Küçükali, A., & Serçemeli, C. (2019). Çocukların sosyal medyadaki mahremiyet hakları ve “sharenting” üzerine bir uygulama: Atatürk Üniversitesi örneği [Children's privacy rights in social media and an implementation on “sharenting”: the case of Ataturk University], The Journal of International Social Research, 12(68), 1176-1186.https://doi.org/10.17719/jisr.2019.3905
Kümbetoğlu, B. (2015). Sosyolojide ve antropolojide niteliksel yöntem ve araştırma [Qualitative method and research in sociology and anthropology]. Bağlam Publishing.
Marcelo, C., & Marcelo, P. (2021). Educational influencers on Twitter. Analysis of hashtags and relationship structure influencers educativos en Twitter. Análisis de hashtags y estructura relacional. Comunicar Media Education Research Journal, 68(4), 1-10. https://doi.org/10.3916/C68-2021-06.
MEB. (2017). Okullarda sosyal medya kullanımı. 19 March 2022 retrieved from https://drive.google.com/file/d/ 0BxCYXmeNe_fFSzJTNVc4MkRJUDA/view?resourcekey=0-3Oj7_UdPB_ngr7jrpCOM8w
Menteşe, M. (2013). Sosyal medya ortam ve araçlarının eğitimde kullanımına ilişkin okul yöneticilerinin ve öğretmenlerin görüşleri [The perspectives of school managers and teachers regarding use of social media tools and platforms in education], (Unpublished master’s dissertation). Hacettepe Üniversity, Ankara, Turkey.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publications Inc.
Nadia Nabila, S. K., & Quie, K. E. (2019). Imposing penalty for internet addiction in Malaysia: Lesson from South Korea. International Journal of Recent Technology and Engineering (IJRTE), 7(6S5), 1601-1605.
Quintana, J. G., & de León, E. V. (2021). Educational influencers on Instagram: Analysis of educational channels, audiences, and economic performance. Publications, 9(43), 1-21.https://doi.org/10.3390/publications9040043.
Reinstein, J. (2018). Teachers are moonlighting as Instagram influencers to make ends meet. 23 March 2022 retrieved from https://www.buzzfeednews.com/article/juliareinstein/teachers-instagram-influencers-school-tpt-pinterest
Sakinah Nuraini, N. L., Cholifah, P. S., Putra, A. P., Surahman, E., Gunawan, I., Dewantoro, D. A., & Prastiawan, A. (2020). Social media in the classroom: A literature review. Advances in Social Science, Education and Humanities Research, 501, 264-269. https://doi.org/10.2991/assehr.k.201204.050
Saldaña, C. M., Welner, K. G., Malcolm, S., & Tisch, E. (2021). Teachers as market influencers: Towards a policy framework for teacher brand ambassador programs in K-12 schools. Education Policy Analysis Archives, 29(109), 1-36.https://doi.org/10.14507/epaa.29.5654.
Sayar, K., & Yalaz, B. (2019). Ağ-Sanal dünyada gerçek kalmak [in Turkish]. İstanbul: Kapı Publishing.
Schmidt, M. (2020). Ekran çocukları [in Turkish]. İstanbul: Remzi Publishing.
Schroeder, S., Shelton, C., & Curcio, R. (2021). Creating the consumer teacher: Edu-influencers and the figured world of K-12 teaching. American Educational Research Association Annual Meeting, Virtual Conference.
Selwyn, N. (2019). Rise of the “social media teacher”: the ups and downs of being ‘edu-famous. 30 March 2022 retrieved from https://lens.monash.edu/@education/2019/06/28/1373473/the-teacher-as-social-media-celebrity
Senft, T. M. (2008). Camgirls: Celebrity and community in the age of social networks. New York: Peter Lang Publishing
Serin, H. (2019). Sosyal medyada çocuk hakları ihlalleri: Ebeveynler ve öğretmenler farkında mı? [Violation of children’s rights through social media: Are the parents and teachers aware of it?], Eskisehir Osmangazi University Journal of Social Sciences, 20, 1-27. https://doi.org/10.17494/ogusbd.555107
Shelton, C., Schroeder, S., & Curcio, R. (2020). Instagramming their hearts out: What do edu-influencers share on Instagram? Contemporary Issues in Technology and Teacher Education, 20(3), 529–554.
Stokes, K., & Simos, M. (2012).South Australian schools warned as incidence of cyber bullying of teachers skyrockets. 23 March 2022 retrieved from http://www.news.com.au/technology/southaustralian-schools-warned-as-incidence-of-cyber-bullying-of-teachers-skyrockets/story-e6frfro0- 1226478414345
Şad, S. N., & Demir, M. (2019). Öğretmen ve öğrencilerin sosyal medya üzerinden etkileşim kurma ve kurmama nedenlerinin örtük program açısından incelenmesi [Investigation of teachers’ and students’ reasons to interact and not to interact on social media in terms of hidden curriculum], Bolu Abant Izzet Baysal University Journal of Faculty of Education, 19(1), 346-360. https://doi.org/10.17240/aibuefd.2019.19.43815-456001.
Tavşanlı, Ö, F. & Akaydın, B, B. (2017). Sınıf öğretmenlerinin bakış açısıyla sosyal medya okuryazarlığı [Social media literacy from the perspective of primary school teachers], The Journal of International Social Research, 10(48), 517-528.
TCK (Türk Ceza Kanunu). (2004). Kişisel verilerin kaydedilmesi, Article 135. 11 February 2022 retrieved from https://www.mevzuat.gov.tr/mevzuatmetin/1.5.5237.pdf
Temel, M., & Davulcu, E. (2021). Çocuk istismarı iddialarının yönetiminin iletişimsel boyutu [The communicative dimension of the management of child abuse allegations], In H. Aydın, & M. Eken, Çocuk istismarı ve multidisipliner yaklaşım [Multidisciplinary approach to child abuse], (p. 117-142). Ankara: Nobel Publishing.
Toker, T. (2021). Türker Toker yazio: Sosyal medya paylaşımında çocuk istismarı: Bu paylaşım benim için mi eğitim için mi? 25 March 2022 retrieved from https://onedio.com/haber/turker-toker-yazio-sosyal-medya-paylasiminda-cocuk-istismari-bu-paylasim-benim-icin-mi-egitim-icin-mi-977275
Topçu, N. (2016). Türkiye'nin maarif davası [in Turkish]. İstanbul: Dergah Publishing.
Umar, T. I., & Idris, M. (2018). Influence of social media on psychosocial behaviour and academic performance of secondary school students. Formerly Journal of Educational Policy and Entrepreneurial Research, 5(2), 36-46. https://doi.org/10.26762/jee.2018.40000013.
Ülkar, E. (2019). Sosyal medyanın fenomen öğretmenleri. 31 March 2022 retrieved from https://www.hurriyet.com.tr/egitim/sosyal-medyanin-fenomen-ogretmenleri-41076055
Warnick, B. R., Bitters, T. A., Falk, T. M., & Kim, S. H. (2016). Social media use and teacher ethics. Educational Policy, 30(5), 771–795. https://doi.org/10.1177/0895904814552895
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Publishing.
Young, K. S. (1999). Internet addiction: Symptoms, evaluation, and treatment innovations in clinical practice. http://netaddiction.com/articles/symptoms.pdf
Copyright (c) 2023 International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright and permissions
The manuscripts submitted to International Online Journal of Primary Education (IOJPE) for publication should be original studies that were not published before or not submitted to anywhere else for publication.
Authors who submit their manuscript to International Online Journal of Primary Education (IOJPE) should acknowledge that they agree to transfer the copyright of their studies to IOJPE. All Open Access articles are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.
All articles published in International Online Journal of Primary Education (IOJPE) are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY 4.0).
Any further distribution or use of content published under CC BY 4.0 must contain the author(s) and the published article’s title, and journal citation. All articles published in IOJPE under a CC BY License may be used for Text and Data Mining purposes, subject to the conditions of the CC BY License terms. The license allows for commercial use. IOJPE allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator.
The journal’s objective is to disseminate articles published are free. Under the Creative Commons license (CC BY 4.00), the journal allows the user to permits unrestricted use, distribution, and reproduction in any medium, and even use the publication for commercial activities, provided that the original work is properly cited.
Open access is an approach that eases the interdisciplinary communication and encourages cooperation among different disciplines. IOJPE, therefore, contributes to its own field by providing more access to its articles and a more transparent review process.