PEN Academic Publishing   |  ISSN: 1308 - 951X

Original article | International Journal of Research in Teacher Education 2021, Vol. 12(3) 32-43

Knowledge Culture Among Teachers in the Era of Technology (Social Media)

Muhammad Nuaim Bin Bahron , Peter Lee Pui

pp. 32 - 43   |  Manu. Number: ijrte.2021.015

Published online: September 30, 2021  |   Number of Views: 4  |  Number of Download: 54


Abstract

Knowledge culture is a good practice in engaging information in social media. However, researcher is interested to know the practice of knowledge culture among teachers in the Mukah District in Sarawak when dealing with the information overload in social media. The objectives of the research are to identify the knowledge culture practice among teachers, to examine the knowledge culture that are relevant and to come out with the right method in dealing with information in social media. A survey questionnaire is used to collect the data needed for the research. The research findings revealed that the practice of knowledge culture among teachers are still at the average level and knowledge recognition is the least aspect of knowledge culture practiced by the teachers. Based on the findings, it is recommended for other researchers to carry a qualitative research on the same topic and also come out with an intervention to boost the practice of knowledge culture.

Keywords: Knowledge Culture, Teachers, Social Media, Information Overload


How to Cite this Article?

APA 6th edition
Bahron, M.N.B. & Pui, P.L. (2021). Knowledge Culture Among Teachers in the Era of Technology (Social Media) . International Journal of Research in Teacher Education, 12(3), 32-43.

Harvard
Bahron, M. and Pui, P. (2021). Knowledge Culture Among Teachers in the Era of Technology (Social Media) . International Journal of Research in Teacher Education, 12(3), pp. 32-43.

Chicago 16th edition
Bahron, Muhammad Nuaim Bin and Peter Lee Pui (2021). "Knowledge Culture Among Teachers in the Era of Technology (Social Media) ". International Journal of Research in Teacher Education 12 (3):32-43.

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