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Results indicate educators strongly value social media’s informal and social character for improving interactions, collaboration, and engagement, addressing constraints such as limited science resources and mobility restrictions, and guiding future investment in viable informal learning solutions for unstable regions.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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was the study conducted to examine educators’ social media use?","Question",{"text":62,"@type":63},"The study used semi-structured interviews with 18 educators from three Palestinian educational institutions, covering formal campus learning, formal blended learning, and informal community learning.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What benefits of social media do educators report for science learning?",{"text":67,"@type":63},"Educators value social media for improving aspects of formal and informal science education, enabling rich interactions among communities and supporting student collaboration and engagement.",{"name":69,"@type":60,"acceptedAnswer":70},"Which educational challenges in Palestine does the paper link to social media’s potential role?",{"text":71,"@type":63},"The paper highlights challenges such as lack of science resources and mobility restrictions, and suggests social media tools can help provide alternative venues for effective informal learning 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for Science Learning in Palestine:  \nEducators' Perspectives  \nRami Muhtaseb, John Traxler, Howard Scott  \nAbstract:  \nThis article reports on the findings of a study that explored educators’ use of social media in formal and informal science education in Palestine, and their perceptions of the integration of the available tools and resources into their formal teaching and learning. The study used semi-structured interviews with 18 educators at three Palestinian educational institutions providing different teaching modes, specifically: formal campus learning, formal blended learning, and informal community learning. The findings of the article indicate that educators place a clear value on the potential of social media to improve many aspects of formal and informal science education. The findings suggest that social media tools, by virtue of their informal and social character, can offer rich venues for effective interactions among different communities, which can be applied as a response to challenges that currently confront the Palestinian educators, students and the community , including a lack of science resources and mobility restrictions. The study provides a foundation for future thinking about the possibilities of investing in informal modes, tools, and structures as viable solutions to address educational challenges in regions experiencing instability.  \nKeywords: Connectivism, Citizen Science, Digital Learning, Decolonizing Science, Informal Learning, Palestine, Educators’ Perspectives, Social Media, Science Education , Science Literacy  \nHighlights  \nWhat is already known about this topic:  \n• Social media tools provide educators and learners with a diverse range of science-related resources and tools.  \n• Social media offers rich venues for effective interactions among various communities, and it can be integrated into formal learning environments in a way that enriches discussion, increases engagement and forms broad connections.  \nWhat this paper contributes:  \n• Educators acknowledge the potential of social media to enhance student collaboration and engagement, which prompts them to adopt new roles and exert additional efforts to integrate these tools into their teaching practices.  \n• Educators have implemented social media in addressing the prevailing challenges that currently confront the Palestinian education, yet they identify a set of challenges and limitations.  \nImplications for theory, practice and/or policy:  \n• Educational institutions need to implement various procedures to support educators’ use of social media platforms for educational purposes, such as reforming and updating existing policies on digital learning.  \n• Greater attention must be paid to teacher education in Palestine , enhancing their knowledge of digital technologies and their use in educational contexts , as well as the potential of social media to promote informal learning and connect HEIs in Palestine.  \nIntroduction  \nA report (DataReportal) estimates that 86% of Palestine's population, or 4.33 million people, had mobile connections in January 2020. There were 2.70 million social media users in Palestine at the same time, a 20% increase from April 2019. Social media is characterised by allowing content sharing, participation, interaction, and connectedness (Ansari et al. , 2020) . This broad ecosystem encompasses a variety of platforms, including widely-used ones like YouTube, WhatsApp, and Facebook, as well as specialized applications for science education, such as robotic telescopes and citizen science apps. Many social media tools , such as Edmodo, offer platforms for interaction within learning environments, allowing educators to define or generate content, build learning paths, and design and support interactions (Anderson & Dron, 2011) .  \nIncreasing contributions to literature explore how educators, researchers, and scholars have used social media tools to enhance student learning e","cbCaivMKW0SF72a1","https://ap.wps.com/l/cbCaivMKW0SF72a1","pdf",463168,23,"English","# Abstract\n# Keywords\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction\n# The Palestinian Context","[{\"question\":\"How was the study conducted to examine educators’ social media use?\",\"answer\":\"The study used semi-structured interviews with 18 educators from three Palestinian educational institutions, covering formal campus learning, formal blended learning, and informal community learning.\"},{\"question\":\"What benefits of social media do educators report for science learning?\",\"answer\":\"Educators value social media for improving aspects of formal and informal science education, enabling rich interactions among communities and supporting student collaboration and engagement.\"},{\"question\":\"Which educational challenges in Palestine does the paper link to social media’s potential role?\",\"answer\":\"The paper highlights challenges such as lack of science resources and mobility restrictions, and suggests social media tools can help provide alternative venues for effective informal learning interactions.\"}]","Exploring the Potential of Social Media for Science Learning in Palestine - Educators' Perspectives - study findings | PDF",1792073683,58]