Abstract:

The positive impact of technology on students’ learning and performance has been consistently supported by research. Evidence from systematic reviews and meta-analyses indicate that pedagogy is an essential element for successful technology integration. Particularly speaking, stronger effects are achieved when technology is used for cognitive and instructional support rather than presentational and content delivery purposes. As such, higher attention is currently given to the design and delivery of instruction, be it face-to-face or blended in format. In recent years, mobile messaging applications have garnered increased attention from educators around the world, especially with regards to their ability to support communication, collaboration, and social interaction.

The current paper presents findings from a long-term case study that investigated the use of WhatsApp instant messaging with 24 early childhood education students. The WhatsApp group was started in January 2014 by the students as a means for sharing pictures from a social/cultural event at the university. One of their instructors was added to the group, and less than a week later, what started as an informal online group became the students’ primary means of communication with each other and with their instructor. Since January 2014, the students have completed a practicum course, their internship, and have graduated from their program of study. Throughout it all, their communication and discussion in the WhatsApp group has continued, with over 10,000 entries to date. This presentation will provide an overview of the context of the study and offer a summary of the qualitative analysis of students’ participation in the online communication. Implications for the use of mobile messaging applications to support student learning and community building will be discussed.

Keywords:

Mobile Communication, case study, teacher education.