Exploring the role of the Shad student network in transforming the teacher's role: A post-phenomenological study

Document Type : Research Paper

Abstract

The present study aimed to explore the role of the Shad student network in transforming the teacher's role and the incremental and decremental perceptual and practical structures created by the Shad network. This research is applied in purpose, qualitative in nature, and employs a post-phenomenological method. The statistical population consists of primary school teachers (second period of primary education) in Ilam city who utilize the Shad educational network in their teaching. Participants were sampled using a snowball method, resulting in 19 individuals selected for interviews. The data collection tools in this study included direct observations and experiences of the researcher, interviews conducted via the Shad network, and interviews with teachers who employed the Shad educational network in their classrooms. After data collection, the information was analyzed based on a post-phenomenological perspective. To establish the internal validity of the findings, data were compared with theoretical frameworks and prior research, and interviews were conducted with experts. To ensure the accuracy and reliability of the data, member checking was utilized for validating the study, while the technique of theoretical saturation was employed to determine the external validity of the results. Teachers establish an Alterity relationship with the Shad network, which contributes to various enhancements and reductions in their perceptions and behaviors, presenting both augmentative and diminutive structures.

Highlights

 Aagaard, J. (2017). Introducing postphenomenological research: A brief and selective sketch of phenomenological research methods. International Journal of Qualitative Studies in Education, 30(6), 519-533.‏

Adams, C., & Thompson, T. L. (2016). Researching a posthuman world: Interviews with digital objects. London: Palgrave Macmillan UK.‏

Agarwal, V., & Bharadwaj, K. K. (2013). A collaborative filtering framework for friends recommendation in social networks based on interaction intensity and adaptive user similarity. Social Network Analysis and Mining, 3, 359-379.‏

Ahmadi Hedayat, H. )2018( Post-phenomenology of Information and Communication Technology in order to provide a model for virtual education in the Iranian education system. Doctoral thesis (Ph.D.) in Philosophy of Education, Kharazmi University. [Persian].

Berg, T. (2015). The pedagogy of the observed: how does surveillance technology influence dance studio education?. Research in Dance Education, 16(3), 230-244.‏

Bergen, J. P., & Verbeek, P. P. (2021). To-do is to be: Foucault, Levinas, and technologically mediated subjectivation. Philosophy & Technology, 34(2), 325-348.‏

Botin, L., Lemmens, P., Liberati, N., Nagataki, S., Rosenberger, R., Secomandi, F., ... & Ihde, D.) 2017( Postphenomenology and Media: Essays on Human–Media–World Relations. Lexington Books.

Brown, T. H., & Mbati, L. S. (2015). Mobile learning: Moving past the myths and embracing the opportunities. International Review of Research in Open and Distributed Learning, 16(2), 115-135.‏

Cope, B., & Kalantzis, M. (2015). Assessment and pedagogy in the era of machine-mediated learning. Education as Social Construction, 350.‏

Dadakhodjaeva, K. (2017). The good behavior game: Effects on and maintenance of behavior in middle-school classrooms using class dojo. The University of Southern Mississippi.‏

Dubis, S., & Bernadowski, C. (2015). Communicating with parents of children with special needs in S audi A rabia: parents' and teachers' perceptions of using email for regular and ongoing communication. British Journal of Special Education, 42(2), 166-182.‏

Gertz, N. (2019). The four Facebooks. The New Atlantis, (58), 65-70.‏

Hasse, C. (2018). Studying the telescopes of others: towards a postphenomenological methodology of participant observation. In Postphenomenological methodologies: new ways in mediating techno-human relationships (pp. 241-259). Lexington Books.‏

Hasse, C. (2020). Posthumanist learning: What robots and cyborgs teach us about being ultra-social. Routledge.‏

Heidegger, M. (1996). Being and time, trans. Joan Stambaugh. State University of New York Press, Albany.‏

Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.‏

Hernandez, S., & Leung, B. P. (2004). Using the internet to boost parent-teacher relationships. Kappa Delta Pi Record, 40(3), 136-138.‏

Ihde, D. (1990). Technology and the Lifeworld: From Garden to Earth.Indiana University Press. 1990.

Ihde, D. (1999). Expanding hermeneutics. In Hermeneutics and Science: Proceedings of the First Conference of the International Society for Hermeneutics and Science (pp. 345-351). Dordrecht: Springer Netherlands.‏

Introna, L. (2003). The Face and the Interface: Thinking with Levinas on ethics and justice in an electronically mediated world. Lancaster University Management School Working Paper, 92.‏

Kaji, H. (2013). Don Ihde’s philosophy of technology, a response to technological determinism. [Persian].

Kardiner, A. (1945). The psychological frontiers of society. Columbia University Press.‏

MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., ... & Gourlay, L. (2022). Dissolving the dichotomies between online and campus-based teaching: A collective response to the manifesto for teaching online (Bayne et al. 2020). Postdigital Science and Education, 4(2), 271-329.‏

McLnhan, M., & Fiore, Q. (1967). The Medium is the massage. London: Allen Lane.‏

Merleau-Ponty, M. (1965). Phenomenology of perception. Translated by Colin Smith.‏

Mozaffaripour, R., Zarghami, S. (2016).  A critique of the Internet as an educational technology based on the concept of authenticity from Heidegger's perspective. Social Studies of Media and Culture, 6(1), 137-157. [Persian].

Mozaffarpour, R., Khosravi, R., Khodadoust, R. (2022). Analyzing the experiences of Farhangian University students about the reductionist and augmentative aspects of technology in e-learning (virtual) with a post-phenomenological approach. Bi-Quarterly Journal of Higher Education Curriculum Studies, 13(25), 57-87.[Persian].

Norris, C. A., & Soloway, E. (2015). Mobile technology in 2020: Predictions and implications for K–12 education. Educational Technology, 12-19.‏

Olmstead, C. (2013). Using technology to increase parent involvement in schools. TechTrends, 57(6), 28-37.‏

Pachler, N., Bachmair, B., & Cook, J. (2009). Mobile learning: Structures, agency, practices. Springer Science & Business Media.‏

Papacharissi, Z. (Ed.). (2010). A networked self: Identity, community, and culture on social network sites. Routledge.‏

Richardson, I., & Wilken, R. (2023). The relational ontology of mobile touchscreens and the body: Ambient proprioception and risk during COVID-19. Mobile Media & Communication, 11(2), 312-327.‏

Rosenberger, R., & Verbeek, P. P. (2015). Postphenomenological investigations: Essays on human-technology relations. Lexington Books.‏

Schilhab, T. (2021, December). Nature experiences in science education in school: Review featuring learning gains, investments, and costs in view of embodied cognition. In Frontiers in Education (Vol. 6, p. 739408). Frontiers Media SA.‏

Schilhab, T. S., Stevenson, M. P., & Bentsen, P. (2018). Contrasting screen-time and green-time: A case for using smart technology and nature to optimize learning processes. Frontiers in psychology, 9, 773.‏

Shafiei, S., Akbari Borang, M., Pourshafei, E., Rostami Nejad, M. (2021).  Teacher-Student Interactions in the Students' Social Network (SHAD): A Qualitative Approach. Teaching Research. 9(4), 116-92. [Persian].

SMART technologies Inc. (2008).  Special Report: More Time to Learn - Boost teacher productivity and free up more learning time with SMART Sync classroom management software.

Thompson, B. (2008). Characteristics of parent–teacher e-mail communication. Communication Education, 57(2), 201-223.‏

Traxler, J. (2010). Students and mobile devices. Alt-j, 18(2), 149-160.‏

Tsybulsky, D., & Levin, I. (2019). Science teachers' worldviews in the age of the digital revolution: Structural and content analysis. Teaching and Teacher Education, 86, 102921.‏

Van Manen, M. (2016). Pedagogical tact: Knowing what to do when you don’t know what to do. Routledge.‏

Verbeek, P. P. (2011). Moralizing Technology: Understanding and Designing the Morality of Things. University of Chicago Press.‏

Verhoef, A. H., & Du Toit, J. (2018). Embodied digital technology and transformation in higher education. Transformation in Higher Education, 3(1), 1-8.‏

Weiner-Lastinger, L. M., Pattabiraman, V., Konnor, R. Y., Patel, P. R., Wong, E., Xu, S. Y., ... & Dudeck, M. A. (2022). The impact of coronavirus disease 2019 (COVID-19) on healthcare-associated infections in 2020: A summary of data reported to the National Healthcare Safety Network. Infection Control & Hospital Epidemiology, 43(1), 12-25.‏

Wellner, G. (2014). The quasi-face of the cell phone: Rethinking alterity and screens. Human Studies, 37, 299-316.‏

Winner, L. (1989).  The whale and the reactor: A search for limits in an age of high technology. Chicago, IL: University of Chicago Press.

 

Keywords

Main Subjects

References

 Aagaard, J. (2017). Introducing postphenomenological research: A brief and selective sketch of phenomenological research methods. International Journal of Qualitative Studies in Education, 30(6), 519-533.‏
Adams, C., & Thompson, T. L. (2016). Researching a posthuman world: Interviews with digital objects. London: Palgrave Macmillan UK.‏
Agarwal, V., & Bharadwaj, K. K. (2013). A collaborative filtering framework for friends recommendation in social networks based on interaction intensity and adaptive user similarity. Social Network Analysis and Mining, 3, 359-379.‏
Ahmadi Hedayat, H. )2018( Post-phenomenology of Information and Communication Technology in order to provide a model for virtual education in the Iranian education system. Doctoral thesis (Ph.D.) in Philosophy of Education, Kharazmi University. [Persian].
Berg, T. (2015). The pedagogy of the observed: how does surveillance technology influence dance studio education?. Research in Dance Education, 16(3), 230-244.‏
Bergen, J. P., & Verbeek, P. P. (2021). To-do is to be: Foucault, Levinas, and technologically mediated subjectivation. Philosophy & Technology, 34(2), 325-348.‏
Botin, L., Lemmens, P., Liberati, N., Nagataki, S., Rosenberger, R., Secomandi, F., ... & Ihde, D.) 2017( Postphenomenology and Media: Essays on Human–Media–World Relations. Lexington Books.
Brown, T. H., & Mbati, L. S. (2015). Mobile learning: Moving past the myths and embracing the opportunities. International Review of Research in Open and Distributed Learning, 16(2), 115-135.‏
Cope, B., & Kalantzis, M. (2015). Assessment and pedagogy in the era of machine-mediated learning. Education as Social Construction, 350.‏
Dadakhodjaeva, K. (2017). The good behavior game: Effects on and maintenance of behavior in middle-school classrooms using class dojo. The University of Southern Mississippi.‏
Dubis, S., & Bernadowski, C. (2015). Communicating with parents of children with special needs in S audi A rabia: parents' and teachers' perceptions of using email for regular and ongoing communication. British Journal of Special Education, 42(2), 166-182.‏
Gertz, N. (2019). The four Facebooks. The New Atlantis, (58), 65-70.‏
Hasse, C. (2018). Studying the telescopes of others: towards a postphenomenological methodology of participant observation. In Postphenomenological methodologies: new ways in mediating techno-human relationships (pp. 241-259). Lexington Books.‏
Hasse, C. (2020). Posthumanist learning: What robots and cyborgs teach us about being ultra-social. Routledge.‏
Heidegger, M. (1996). Being and time, trans. Joan Stambaugh. State University of New York Press, Albany.‏
Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.‏
Hernandez, S., & Leung, B. P. (2004). Using the internet to boost parent-teacher relationships. Kappa Delta Pi Record, 40(3), 136-138.‏
Ihde, D. (1990). Technology and the Lifeworld: From Garden to Earth.Indiana University Press. 1990.
Ihde, D. (1999). Expanding hermeneutics. In Hermeneutics and Science: Proceedings of the First Conference of the International Society for Hermeneutics and Science (pp. 345-351). Dordrecht: Springer Netherlands.‏
Introna, L. (2003). The Face and the Interface: Thinking with Levinas on ethics and justice in an electronically mediated world. Lancaster University Management School Working Paper, 92.‏
Kaji, H. (2013). Don Ihde’s philosophy of technology, a response to technological determinism. [Persian].
Kardiner, A. (1945). The psychological frontiers of society. Columbia University Press.‏
MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., ... & Gourlay, L. (2022). Dissolving the dichotomies between online and campus-based teaching: A collective response to the manifesto for teaching online (Bayne et al. 2020). Postdigital Science and Education, 4(2), 271-329.‏
McLnhan, M., & Fiore, Q. (1967). The Medium is the massage. London: Allen Lane.‏
Merleau-Ponty, M. (1965). Phenomenology of perception. Translated by Colin Smith.‏
Mozaffaripour, R., Zarghami, S. (2016).  A critique of the Internet as an educational technology based on the concept of authenticity from Heidegger's perspective. Social Studies of Media and Culture, 6(1), 137-157. [Persian].
Mozaffarpour, R., Khosravi, R., Khodadoust, R. (2022). Analyzing the experiences of Farhangian University students about the reductionist and augmentative aspects of technology in e-learning (virtual) with a post-phenomenological approach. Bi-Quarterly Journal of Higher Education Curriculum Studies, 13(25), 57-87.[Persian].
Norris, C. A., & Soloway, E. (2015). Mobile technology in 2020: Predictions and implications for K–12 education. Educational Technology, 12-19.‏
Olmstead, C. (2013). Using technology to increase parent involvement in schools. TechTrends, 57(6), 28-37.‏
Pachler, N., Bachmair, B., & Cook, J. (2009). Mobile learning: Structures, agency, practices. Springer Science & Business Media.‏
Papacharissi, Z. (Ed.). (2010). A networked self: Identity, community, and culture on social network sites. Routledge.‏
Richardson, I., & Wilken, R. (2023). The relational ontology of mobile touchscreens and the body: Ambient proprioception and risk during COVID-19. Mobile Media & Communication, 11(2), 312-327.‏
Rosenberger, R., & Verbeek, P. P. (2015). Postphenomenological investigations: Essays on human-technology relations. Lexington Books.‏
Schilhab, T. (2021, December). Nature experiences in science education in school: Review featuring learning gains, investments, and costs in view of embodied cognition. In Frontiers in Education (Vol. 6, p. 739408). Frontiers Media SA.‏
Schilhab, T. S., Stevenson, M. P., & Bentsen, P. (2018). Contrasting screen-time and green-time: A case for using smart technology and nature to optimize learning processes. Frontiers in psychology, 9, 773.‏
Shafiei, S., Akbari Borang, M., Pourshafei, E., Rostami Nejad, M. (2021).  Teacher-Student Interactions in the Students' Social Network (SHAD): A Qualitative Approach. Teaching Research. 9(4), 116-92. [Persian].
SMART technologies Inc. (2008).  Special Report: More Time to Learn - Boost teacher productivity and free up more learning time with SMART Sync classroom management software.
Thompson, B. (2008). Characteristics of parent–teacher e-mail communication. Communication Education, 57(2), 201-223.‏
Traxler, J. (2010). Students and mobile devices. Alt-j, 18(2), 149-160.‏
Tsybulsky, D., & Levin, I. (2019). Science teachers' worldviews in the age of the digital revolution: Structural and content analysis. Teaching and Teacher Education, 86, 102921.‏
Van Manen, M. (2016). Pedagogical tact: Knowing what to do when you don’t know what to do. Routledge.‏
Verbeek, P. P. (2011). Moralizing Technology: Understanding and Designing the Morality of Things. University of Chicago Press.‏
Verhoef, A. H., & Du Toit, J. (2018). Embodied digital technology and transformation in higher education. Transformation in Higher Education, 3(1), 1-8.‏
Weiner-Lastinger, L. M., Pattabiraman, V., Konnor, R. Y., Patel, P. R., Wong, E., Xu, S. Y., ... & Dudeck, M. A. (2022). The impact of coronavirus disease 2019 (COVID-19) on healthcare-associated infections in 2020: A summary of data reported to the National Healthcare Safety Network. Infection Control & Hospital Epidemiology, 43(1), 12-25.‏
Wellner, G. (2014). The quasi-face of the cell phone: Rethinking alterity and screens. Human Studies, 37, 299-316.‏
Winner, L. (1989).  The whale and the reactor: A search for limits in an age of high technology. Chicago, IL: University of Chicago Press.
 

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  • Receive Date: 22 November 2024
  • Revise Date: 27 January 2025
  • Accept Date: 05 February 2025

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