Facebook Reactions at the Beginning of COVID-19 Lockdown

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Published Jan 31, 2023
DOI https://doi.org/10.36268/JTER/17207

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Angel T. Tula
Secretary of public education, Puebla, Pue., Mexico.
Tutaleni I Asino
Oklahoma State University, Stillwater, OK, United States.
Benjamin G. Gutierrez
Meritorious Autonomous University of Puebla, Puebla, Mexico
https://orcid.org/0000-0003-2716-9108

Abstract

The COVID pandemic led to the closure of educational institutions worldwide. In Mexico, the education system went into lockdown on March 16, 2021. With people unable to interact in the physical world, virtual spaces provided alternatives where emojis and other graphical representations were used to convey emotions. This research aimed to investigate the Facebook reactions of four generations (Baby boomers, Generation X, Millennials, and Post-millennials) over three months: April, May, and June 2020. A mixed-method approach focused on a survey following an exploratory design was used to collect data. The data showed that participants had several reasons to click on emojis on Facebook during the COVID- 19 lockdown. Baby boomers used emojis the most and relied on Facebook to share information about the pandemic. While more work is necessary to understand the emoji phenomenon deeply, data revealed that the cave paintings we left on Facebook walls at the beginning of the year 2020 reflect the impact of COVID- 19 had on our lives.

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How to Cite
1.
Tula A, Asino T, Gutierrez B. Facebook Reactions at the Beginning of COVID-19 Lockdown. JTER [Internet]. 31Jan.2023 [cited 8Oct.2024];17(02):36-2. Available from: https://jter.in/index.php/JTER/article/view/202
Issue
Vol 17 No 02 (2022): JOURNAL OF TEACHER EDUCATION AND RESEARCH
Section
Research Article
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Author Biographies

Angel T. Tula, Secretary of public education, Puebla, Pue., Mexico.

Angel   Tellez Tula   is an MA. English teacher at the técnica 61 in a public junior high school at San Martin Texmelucan in the state of Puebla in Mexico. He has eleven years of teaching experience ranging from elementary school to University, including teaching English to his indigenous community. He holds a master’s degree in Educational Technology from Universidad Popular Autónoma del Estado de Puebla (UPAEP)and a master’s degree in English teaching from Benemerita Universidad Autonoma de Puebla (BUAP). Other educational experiences include years of studies in Pennsylvania US, the teaching knowledge Test (TKT) by the University of Cambridge, and courses in economics from the Massachusetts Institute of Technology.

He has presented on technology, assessment, and pragmatics in Veracruz, Guanajuato, Mexico City, Puebla, Cancun, Paris, Texas, Oklahoma, España, and London. Outside of Mexico, his research has taken him to Spain and Finland. In his research   stay   at the University of Jyväskylä, Finland he presented a national program called “La red de comunidades para la renovación de enseñanza-aprendizaje en educación superior (recrea)”. In 2018 he won the Dr. Miguel Alvarez international research from the University of San Antonio, Texas, which is dedicated to the research and education of culturally and linguistically diverse students. In 2019 he obtained his tenure obtaining the first place in his state, Puebla and his efforts in education were recognized. He has received a laudatory note from the Secretary of Public Education of Mexico. He is currently working on his first historical-fiction novel, “The windmill,” which participated in an international competition for Radcliffe   Institute for advanced study at Harvard University.

He created the First Virtual Braille Decoding Competition to promote inclusive education in Mexico.

Tutaleni I Asino, Oklahoma State University, Stillwater, OK, United States.

Tutaleni I. Asino, is an Associate Professor of Educational Technology and Director of the Emerging Technology and Creativity Research Lab in the College of Education and Human Sciences at Oklahoma State University. His research agenda includes Comparative and International Education, mobile learning, diffusion of innovations, Open Education and how culture, agency and representation manifest themselves and interplay in education settings. He is an active member of the Association for Educational Communications and Technology (AECT) where he served as president of the Culture, Learning and Technology Division in the AECT; the Comparative International Education Society (CIES) where he has served as Chair of the Indigenous Knowledge Special Interest Group and the Society for Information Technology and Teacher Education where he served as Co-Chair of the African Perspective Group.

Benjamin G. Gutierrez, Meritorious Autonomous University of Puebla, Puebla, Mexico

Benjamín Gutiérrez Gutiérrez tiene la Licenciatura en la Enseñanza de Lenguas Extranjeras, Maestría en Educación Superior y Doctorado en Educación. Es profesor de carrera en la Licenciatura en la Enseñanza del Inglés y en la Maestría en la Enseñanza del Inglés en la Facultad de Lenguas, BUAP; pertenece al núcleo básico del Doctorado en Investigación e Innovación Educativa en la Facultad de Filosofía y Letras de la BUAP. Es miembro del SNI en CONACyT, tiene perfil PROMEP y es parte del padrón de investigadores de la BUAP. Es miembro del programa institucional de evaluación académica (PIEVA) de la BUAP; colabora como miembro del examen de residencias medicas a nivel nacional en la Secretaría de Salud Federal. Es presidente de la Red de Cuerpos Académicos de Lenguas Extranjeras (RECALE) a nivel nacional. Ha participado en publicaciones y proyectos de investigación a nivel nacional e internacional. Es editor en la revista Mexican Journal of Materials Science and Engineering, ha participado como arbitro en la revista Lenguas en Contexto y en la revista IKALA de Colombia. 

  Dr. Benjamín Gutiérrez Gutiérrez
Profesor-investigador Facultad de Lenguas, BUAP