Before the pandemic and its impact to the future" about IoT and the transformation of children's social education
Keywords:before pandemic and future, Internet of Thing (IoT), transformation of children’s social education
This research invites us to analyze how IoT through social media is transformed as an educational medium for social interaction for children during the Covid-19 pandemic. This study also identifies how parents, teachers, and children perceive social interactions before and after the pandemic. This research method uses embedded mixed methods by utilizing a qualitative approach through virtual ethnography and borrowing a questionnaire to complement the qualitative data. The survey of responses in this study was obtained from 100 parents and children who carried out learning activities at home from April 2020 to April 2021. The results show that the transformation of IoT and social media has had a significant impact on children's education in social interaction, owing to their interactive nature. Thus, IoT and social media can evolve into additional artefacts that act as mediators in the post-millennial generation, rather than as a form of culture. When social media and online games are introduced into a child's environment, it has been demonstrated that they mediate their conceptualization of learning and cognitive development, among other agents through the interactions between teachers, children, and technology, children conceptualize higher mental functions such as continuous and ongoing problem-solving dispositions, as well as language acquisition and social learning. The effect of technology on human interaction results in the transformation of social functions into individual mental functions, a process facilitated by modern technology.
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2020.1813180
Ala, Alluhaidan; Samir, Chatterjee; Agnis, S. (2018). Persuasive Technology 13th. In J. Ham, E. Karapanos, P. P. Morita, & C. M. Burns (Eds.), 13th International Conference of PERSUASIVE 2018, Waterloo, ON, Canada, April 18-19, 2018. Springer. https://doi.org/10.1007/978-3-319-78978-1
Almalki, S. (2020). Using Video Modeling and Video Prompting to Teach Conversational Skills to Students with Autism: A Consideration of Effectiveness, Practicality, and Acceptability. International Journal of Early Childhood Special Education, 12(2), 103–114. https://doi.org/10.9756/INT-JECSE/V12I2.201062
Almonacid-Fierro, A. (2021). Impact on teaching in times of Covid-19 pandemic: a qualitative study. International Journal of Evaluation and Research in Education (IJERE), 10(2), 432–440. https://doi.org/10.11591/ijere.v10i2.21129
Arnott, L., Palaiologou, I., & Gray, C. (2019). Internet of toys across home and early childhood education: understanding the ecology of the child’s social world. Technology, Pedagogy and Education, 28(4), 401–412. https://doi.org/10.1080/1475939X.2019.1656667
Bilaver, L. A., Das, R., Martinez, E., Brown, E., Gupta, R. S., & Love, M. (2021). Addressing the social needs of individuals with food allergy and celiac disease during COVID-19: A new practice model for sustained social care. Social Work in Health Care, 60(2), 187–196. https://doi.org/10.1080/00981389.2021.1904323
Boellstorff, T., Nardi, B., Pearce, C., & Taylor, T. L. (2012). Ethnography and Virtual Worlds: A Handbook of Method. Princeton University Press.
Bratina, T. (2019). Mobile phones and social behavior among millennials – future teachers. Revija Za Elementarno Izobraževanje (Journal of Elemntary Education), 12(4), 315–330. https://doi.org/10.18690/rei.12.4.315-330. 2019
Brits, J. S., Potgieter, A., & Potgieter, M. J. (2014). Exploring the Use of Puppet Shows in Presenting Nanotechnology Lessons in Early Childhood Education. International Journal for Cross.Disciplinary Subjets in Education (IJCDSE), 5(4), 1798–1803.
Canţer, M. (2012). E-heutagogy for lifelong e-learning. Procedia Technology, 1, 129–131. https://doi.org/10.1016/j.protcy.2012.02.025
Cohen, F., & Anders, Y. (2020). Family involvement in early childhood education and care and its effects on the social-emotional and language skills of 3-year-old children. School Effectiveness and School Improvement, 31(1), 125–142. https://doi.org/10.1080/09243453.2019.1646293
Colman, A. (2018). Net. art and Net. pedagogy : Introducing Internet Art to the Digital Art Curriculum. Studies in Art Education, 46(Technology Issue), 61–73.
Crawford, R. (2017). Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195–213. https://doi.org/10.1080/14613808.2016.1202223
Creswell, J. W. (2010). Research Design Pendekatan Kualitatif, Kuantitatif, Dan Mixed. Pustaka Pelajar.
Crowder, R., Lock, J., Hickey, E., McDermott, M., Simmons, M., Wilson, K., Leong, R., & De Silva, N. (2020). Art as Meditation: A Mindful Inquiry into Educator Well-Being. The Qualitative Report, 25(3), 876–890. https://www.lib.uwo.ca/cgi-bin/ezpauthn.cgi?url=http://search.proquest.com/docview/2394540059?accountid=15115%0Ahttps://ocul-uwo.primo.exlibrisgroup.com/openurl/01OCUL_UWO/01OCUL_UWO:UWO_DEFAULT??url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journa
Damary, R., Markova, T., & Pryadilina, N. (2017). Key Challenges of On-line Education in Multi-cultural Context. Procedia - Social and Behavioral Sciences, 237(June 2016), 83–89. https://doi.org/10.1016/j.sbspro.2017.02.034
Deanne Brocato, E., Gentile, D. A., Laczniak, R. N., Maier, J. A., & Ji-Song, M. (2010). Television Commercial Violence: Potential Effects on Children. Journal of Advertising, 39(4), 95–108. https://doi.org/10.2753/JOA0091-3367390407
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE Handbook of Qualitative Research (Fifth Edit). Sage Publications. https://doi.org/10.1007/s11229-017-1319-x
Díaz-Jiménez, R. M., Caravaca-Sánchez, F., Martín-Cano, M. C., & De la Fuente-Robles, Y. M. (2020). Anxiety levels among social work students during the COVID-19 lockdown in Spain. Social Work in Health Care, 59(9–10), 681–693. https://doi.org/10.1080/00981389.2020.1859044
Gregus, S. J., Hernandez Rodriguez, J., Faith, M. A., & Failes, E. (2021). Parenting & Children’s Psychological Adjustment During the COVID-19 Pandemic. School Psychology Review, 0(0), 1–16. https://doi.org/10.1080/2372966X.2021.1880873
Hauk, E., & Immordino, G. (2014). Parents, Television and Cultural Change. The Economic Journal, 124(579), 1040–1065. https://doi.org/10.1111/ecoj.
Hine, C. (2001). Virtual Ethnography. Sage Publications. https://doi.org/10.4324/9781315797915-4
Johnson, G. M. (2014). The ecology of interactive learning environments: Situating traditional theory. Interactive Learning Environments, 22(3), 298–308. https://doi.org/10.1080/10494820.2011.649768
Johnston-Goodstar, K., Richards-Schuster, K., & Sethi, J. K. (2014). Exploring Critical Youth Media Practice: Connections and Contributions for Social Work. Social Work (United States), 59(4), 339–346. https://doi.org/10.1093/sw/swu041
Jones, R. E., & Abdelfattah, K. R. (2020). Virtual Interviews in the Era of COVID-19: A Primer for Applicants. Journal of Surgical Education, 3–4. https://doi.org/10.1016/j.jsurg.2020.03.020
Kemkes. (2020). Tentang Novel Coronavirus (NCOV). https://www.kemkes.go.id/resources/download/info-terkini/COVID-19/TENTANG NOVEL CORONAVIRUS.pdf
Kewalramani, S., Palaiologou, I., Arnott, L., & Dardanou, M. (2020). The integration of the internet of toys in early childhood education: a platform for multi-layered interactions. European Early Childhood Education Research Journal, 28(2), 197–213. https://doi.org/10.1080/1350293X.2020.1735738
Krzesni, D. (2015). Environmental Education. Counterpoints, 503(Pedagogy for Restoration: Addressing Social and Ecological Degradation through Education), 9–18.
Lehrl, S., Evangelou, M., & Sammons, P. (2020). The home learning environment and its role in shaping children’s educational development. School Effectiveness and School Improvement, 31(1), 1–6. https://doi.org/10.1080/09243453.2020.1693487
Li, X., Chen, Q., Fang, F., & Zhang, J. (2016). Is online education more like global public goods? Futures, 81, 176–190. https://doi.org/10.1016/j.futures.2015.10.001
Lin, T.-B., Chen, V., & Chai, C. S. (Eds.). (2015). New Media and Learning in the 21st Century; A Social-Cultural Perspektive. Springer. https://doi.org/10.1007/978-981-287-326-2
Lindberg, S. (2020). Politics of digital learning—Thinking education with Bernard Stiegler. Educational Philosophy and Theory, 52(4), 384–396. https://doi.org/10.1080/00131857.2019.1586531
López Peláez, A., Erro-Garcés, A., & Gómez-Ciriano, E. J. (2020). Young people, social workers and social work education: the role of digital skills. Social Work Education, 39(6), 825–842. https://doi.org/10.1080/02615479.2020.1795110
Lucardie, D. (2014). The Impact of Fun and Enjoyment on Adult’s Learning. Procedia - Social and Behavioral Sciences, 142, 439–446. https://doi.org/10.1016/j.sbspro.2014.07.696
Lune, H., & Berg, B. L. (2017). Qualitative Research Methods for the Social Sciences (Ninth edit). Pearson.
Luo, W., Berson, I. R., Berson, M. J., & Han, S. (2021). Young chinese children’s remote peer interactions and social competence development during the COVID-19 pandemic. Journal of Research on Technology in Education, 0(0), 1–17. https://doi.org/10.1080/15391523.2021.1906361
Maney, J. K. (1999). The Role of Technology in Education. Handbook of Educational Policy, January, 387–415. https://doi.org/10.1016/b978-012174698-8/50043-6
Mantovani, S., Bove, C., Ferri, P., Manzoni, P., Cesa Bianchi, A., & Picca, M. (2021). Children ‘under lockdown’: voices, experiences, and resources during and after the COVID-19 emergency. Insights from a survey with children and families in the Lombardy region of Italy. European Early Childhood Education Research Journal, 29(1), 35–50. https://doi.org/10.1080/1350293X.2021.1872673
Marsudi, M., Sampurno, M. B. T., Wiratmoko, C., & Ratyaningrum, F. (2020). Kontribusi Desain Komunikasi Visual dalam Anti-Hoax System saat Pandemi Covid-19 di Indonesia. SALAM: Jurnal Sosial Dan Budaya Syar-i; Vol 7, No 10 (2020): Special Issue Coronavirus Covid-19DO - 10.15408/Sjsbs.V7i10.15844 . http://journal.uinjkt.ac.id/index.php/salam/article/view/15844
McLay, K., Renshaw, P., & Phillips, L. G. (2015). iBecome: iPads as a tool for self-making. International Journal of Educational Research, 84, 68–78. https://doi.org/10.1016/j.ijer.2016.05.009
Mehta, V. (2020). The new proxemics: COVID-19, social distancing, and sociable space. Journal of Urban Design, 25(6), 1–6. https://doi.org/10.1080/13574809.2020.1785283
Miller, D., Costa, E., Haynes, N., Mcdonald, T., Sinanan, J., Spyer, J., Venkatraman, S., & Wang, X. (Eds.). (2016). Education and Young People. In How the World Changed Social Media (pp. 70–84). UCL Press.
Ngoc, N. T. (2021). Effects of Family Education on Children’s Personal Development. International Journal of Early Childhood Special Education (INT-JECSE), 13(1), 80–84. https://doi.org/10.9756/INT-JECSE/V13I1.211010
Orakci, Ş. (2020). Postgraduate students’ expectations of their lecturers. Qualitative Report, 25(1), 199–215.
Patel, K.K.; Patel, S.M. Internet of things-IoT: definition, characteristics, architecture, enabling technologies, application & future challenges. Int. J. Eng. Sci. Comput. 2016, 6, 6122–6131.
Popyk, A. (2021). The impact of distance learning on the social practices of schoolchildren during the COVID-19 pandemic: reconstructing values of migrant children in Poland. European Societies, 23(S1), S530–S544. https://doi.org/10.1080/14616696.2020.1831038
Sampurno, M. B. T., Kusumandyoko, T. C., & Islam, M. A. (2020). Budaya Media Sosial, Edukasi Masyarakat, dan Pandemi COVID-19. SALAM: Jurnal Sosial Dan Budaya Syar-I, 7(5). https://doi.org/https://doi.org/10.15408/sjsbs.v7i5.15210
Schultz, D. (2016). Public Affairs Education for a New Generation. Journal of Public Affairs Education, 22(1), 7–10.
Singer, D. G., Golinkoff, R. M., & Hirsh-Pasek, K. (Eds.). (2006). Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195304381.001.0001
Son, J., Sun, J., & Lee, J. (2019). Interactive learning through social media for large size classes in the clothing and textile curriculum. International Journal of Fashion Design, Technology and Education, 12(2), 129–139. https://doi.org/10.1080/17543266.2018.1534002
Tashakkori, A., & Creswell, J. (2008). Mixed Methodology Across Disciplines. Journal Of Mixed Methods Research, 2(1), 1–5.
Tobaiqy, M., Qashqary, M., Al-Dahery, S., Mujallad, A., Hershan, A. A., Kamal, M. A., & Helmi, N. (2020). Therapeutic management of patients with COVID-19 : a systematic review. Infection Prevention in Practice, May. https://doi.org/10.1016/j.infpip.2020.100061
Torrez, B., Wakslak, C., & Amit, E. (2019). Dynamic distance: Use of visual and verbal means of communication as social signals. Journal of Experimental Social Psychology, 85(August 2018), 103849. https://doi.org/10.1016/j.jesp.2019.103849
Umair, M., Cheema, M. A., Cheema, O., Li, H., & Lu, H. (2021). Impact of COVID-19 on iot adoption in healthcare, smart homes, smart buildings, smart cities, transportation and industrial IoT. In Sensors (Vol. 21, Issue 11). MDPI AG. https://doi.org/10.3390/s21113838
How to Cite
Copyright (c) 2022 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.