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This present study aims to explore EFL learners’ pedagogical views towards the utilization of online social networks in EFL classrooms. It specifically elaborates the EFL learners’ preferences of online social networks for learning English. Moreover, the EFL learners’ English skills enhanced by utilizing online social networks were also investigated. Ten EFL learners participated in the qualitative study which employed observations and interviews in collecting qualitative data. The results show that the learners’ preferences include Facebook, blogs, WhatsApp, Twitter, podcasts and Instagram. The learners’ English skills improved include listening, writing, reading, and speaking. In conclusion, online social networks are not only designed for general communication among EFL learners, but also for engaging EFL learners to work collaboratively in learning English via online environments.

The COVID-19 global pandemic quickly changed the educational landscape by adding challenges as teachers had to pivot almost immediately from traditional educational contexts to unfamiliar remote, online environments. In-service world language teachers (N = 497) were surveyed to understand differences in one's sense of efficacy teaching languages before and during the pandemic. Results show stark differences in both contexts. The findings provide manifold implications for world language teacher preparation as well as teacher retention and professional development.

Gifted students are a group who has unique needs. These unique needs require differentiation in their education. With the technological developments, it becomes necessary to use digital tools within or outside the classroom which can enhance the differentiation process. Digital differentiation emerges because of all these reasons that answer students' needs with the usage of technology. The purpose of this chapter is to introduce digital differentiation as a strategy used in gifted education. Digital differentiation can be carried out in traditional classrooms by preparing digital differentiation packages which includes three types of different content or in online environments by using learning management systems besides digital differentiation packages. In this chapter, strategies used in gifted education will be explained and then digital differentiation will be presented and the tools that can be used exemplified. Then how the digital differentiation can be carried out in both traditional classrooms and online environments will be clarified.

Content with flashes, bright colors, and repeated patterns can cause seizures and migraines when viewed by people with photosensitivity. Exposure to seizure-inducing content is a serious risk in online environments, as evidenced by documented instances of people with photosensitivity being exposed to seizure-inducing material while playing video games or using social media.My thesis focuses on improving online safety and accessibility for people with photosensitivity by measuring the prevalence of seizure-inducing content online, developing new tools for detecting seizure-inducing content, and constructing a broad framework for protecting against seizure-inducing content at the level of content creators, platforms, and content consumers. Through this work, I hope to help build a better understanding of the current state of photosensitive risk online and contribute new solutions for mitigating seizure-inducing content with minimal adverse effects on the browsing experience for users with photosensitivity.

<p>Why is Testimony important?  The field of testimony is a sub-discipline of the study of epistemology, the study of how we come to know things. Existing literature on testimony mainly focuses on face-to-face interactions. However, online communications have become an integral part of our daily discourse. The purpose of this thesis is to develop an account of testimonial injustices in the context of online testimony. First I will examine cases of face-to-face epistemic injustice which result from failures of knowledge transmission in communicative acts. I will then outline cases of online epistemic injustice. This showcases differences between the kinds of epistemic injustices that can arise in online and in face-to-face contexts. My intention is to identify epistemic issues unique to online environments, with the overall objective to hold agents accountable for acts of epistemic harm, such as intentional misinformation or trolling. I will then be in a position to introduce key features of online testimony, and explain the significance of distinguishing online testimony as a space for shared knowledge from face-to-face testimony. Finally, I propose a viable framework for successful online testimony which holds agents accountable for epistemic harms.</p>

<p>Why is Testimony important?  The field of testimony is a sub-discipline of the study of epistemology, the study of how we come to know things. Existing literature on testimony mainly focuses on face-to-face interactions. However, online communications have become an integral part of our daily discourse. The purpose of this thesis is to develop an account of testimonial injustices in the context of online testimony. First I will examine cases of face-to-face epistemic injustice which result from failures of knowledge transmission in communicative acts. I will then outline cases of online epistemic injustice. This showcases differences between the kinds of epistemic injustices that can arise in online and in face-to-face contexts. My intention is to identify epistemic issues unique to online environments, with the overall objective to hold agents accountable for acts of epistemic harm, such as intentional misinformation or trolling. I will then be in a position to introduce key features of online testimony, and explain the significance of distinguishing online testimony as a space for shared knowledge from face-to-face testimony. Finally, I propose a viable framework for successful online testimony which holds agents accountable for epistemic harms.</p>