Ph.D. Oral Defense presentation

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Ph.D. Oral Defense presentation

  1. 1. Social Media Pedagogy: A Multiple Case Study Approach Mike Nantais Doctoral Candidate Faculty of Education, University of Manitoba Ph.D. Oral Thesis Defense! June 27, 2014 Advisor ! ! Dr. O. Cap! Committee ! ! Dr. M. Atleo! ! Dr. D. Hlynka! ! Dr. D. Mann! External Examiner! ! Dr. K. King
  2. 2. "There are eight million stories in the Naked City; this has been one of them." closing line from the 1948 film, The Naked City1 1: source of quote: http://en.wikipedia.org/wiki/The_Naked_City photo by: Allison Nantais, 2014 used with permission will be
  3. 3. Who is this guy? & why is he doing this research?
  4. 4. Research Purpose Social Media in Teaching How? Why? Results? Supports? Barriers/Challenges? Change? from the teachers’ perspective. “look beyond questions of how technology could and should be used, and instead ask questions about how technology is actually being used in practice” (Selwyn 2014, p. 15)
  5. 5. Research Questions ! 1. How, and why, do some teachers use social media as part of their practice? ! 2. What are some teachers' perspectives of their experience incorporating social media into their practice? ! 3. What factors support or hinder some teachers' use of social media into their practice? ! 4. Does incorporating social media into teaching lead to change in some teachers’ pedagogical practices and beliefs? What is the nature of this change?
  6. 6. The Literature
  7. 7. “a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of user generated content”! (Kaplan and Haenlein, 2010, p. 61) Social Media?
  8. 8. • Qualitative • Case study methodology • Interpretivist - contextual • Social constructivist • Phenomenological/Hermeneutic The Study
  9. 9. • Definitions of social media & user of social media. • One school site/# participants. • Snapshot in a defined period of time. Limitations & Delimitations • Contextual - not meant to be generalizable. • Relies on participants’ experiential knowledge. • Researcher’s background.
  10. 10. Participants, Data, & Analysis • Purposeful & convenience sampling procedure • Nine cases (teachers) in Rural Manitoba • Grades 7 -12 • Several (5-6) interviews over 6 months. • Documents & social media interactions • Thematic analysis (structural coding). • NVivo qualitative software used.
  11. 11. The Context
  12. 12. The Participants Name Years teaching Self-rating in social media Main social media used in teaching Ann 35 “beginner” Blogging – main project Student use of Facebook, Twitter etc. Nancy 32 “pretty low” Blogging – main project Use of Facebook, Twitter etc. by Anthony 30 “novice” Google docs among many more Joseph 26 “not that knowledgeable” Facebook page (has used many others in the past) Frank 22 “average … 6/10” Twitter, YouTube (also texting) John 14 “needs to get better” Blogging Mary 14 “above very good” Facebook pages (has used social ‘trivia’ sites) Sally 13 “beginner” Google docs, wiki, YouTube James 7 “very comfortable . . . use it often” Google docs, Twitter (also texting) Summary of Participants: Years of Experience and Social Media Use
  13. 13. Findings https://www.flickr.com/photos/dkuropatwa/4285762190/sizes/o/ by Darren Kuropatwa
  14. 14. Themes from the data ~ summary
  15. 15. Themes from the data ~ summary ?
  16. 16. Why use it? “I can see that's where the kids are at, they want to be using those tools” (Ann) “They are tethered to them. . . . They’re connected. They are wired differently and we have to accept it, so why not teach them more about it?” (James) “It’s part of the life of our students in our school . . . you are relating to kids in their own lingo.” (Joseph)
  17. 17. Ethical & Appropriate Use cc licensed ( BY NC SA ) flickr photo by darrendraper: http://flickr.com/photos/darrendraper/3199912725/
  18. 18. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“ Asten > creativecommons.org/licenses/by-nc/2.0/ Barriers & Challenges Supports Tech. Time P.D. People Time Tech. Multiple spaces Ethical & appropriate use public vs private loss of control distracting “kids too reliant on it” “I don’t get it!” learning curve safety
  19. 19. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“ Asten > creativecommons.org/licenses/by-nc/2.0/ Barriers & Challenges Supports Tech. Time P.D. People Time Tech. Multiple spaces Ethical & appropriate use public vs private loss of control distracting “kids too reliant on it” “I don’t get it!” learning curve safety
  20. 20. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“ Asten > creativecommons.org/licenses/by-nc/2.0/ Barriers & Challenges Supports Tech. Time P.D. People Time Tech. Multiple spaces Ethical & appropriate use public vs private loss of control distracting “kids too reliant on it” “I don’t get it!” learning curve safety
  21. 21. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“ Asten > creativecommons.org/licenses/by-nc/2.0/ Barriers & Challenges Supports Tech. Time P.D. People Time Tech. Multiple spaces Ethical & appropriate use public vs private loss of control distracting “kids too reliant on it” “I don’t get it!” learning curve safety
  22. 22. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“ Asten > creativecommons.org/licenses/by-nc/2.0/ Barriers & Challenges Supports Tech. Time P.D. People Time Tech. Multiple spaces Ethical & appropriate use public vs private loss of control distracting “kids too reliant on it” “I don’t get it!” learning curve safety
  23. 23. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“ Asten > creativecommons.org/licenses/by-nc/2.0/ Barriers & Challenges Supports Tech. Time P.D. People Time Tech. Multiple spaces Ethical & appropriate use public vs private loss of control distracting “kids too reliant on it” “I don’t get it!” learning curve safety
  24. 24. Supports, Barriers, Challenges …
  25. 25. Supports, Barriers, Challenges … Technology: “If it doesn’t work, you kind of forget about it . . . I would say that’s my biggest beef with technology.” (John)
  26. 26. Supports, Barriers, Challenges … Technology: “If it doesn’t work, you kind of forget about it . . . I would say that’s my biggest beef with technology.” (John) Time: “I just haven’t got time now.” (Frank)!! “. . . time to learn all this and keep up with all your [other]school stuff.” (Sally)
  27. 27. Supports, Barriers, Challenges … Technology: “If it doesn’t work, you kind of forget about it . . . I would say that’s my biggest beef with technology.” (John) “No matter what tools we use in the classroom, there are always going to be plusses and minuses . . . it’s just one more thing, one more trade-off.” (Mary) Time: “I just haven’t got time now.” (Frank)!! “. . . time to learn all this and keep up with all your [other]school stuff.” (Sally)
  28. 28. Participants’ Advice
  29. 29. Participants’ Advice “Use it, try it, get comfortable with it yourself”! (James)
  30. 30. Participants’ Advice “Use it, try it, get comfortable with it yourself”! (James) “Learn about it first”! (Sally)
  31. 31. Participants’ Advice “Use it, try it, get comfortable with it yourself”! (James) “Learn about it first”! (Sally) “Set aside time time to plan for the use of it, and always know how it links to curricular outcomes.”! (Ann)
  32. 32. Participants’ Advice “Use it, try it, get comfortable with it yourself”! (James) “Learn about it first”! (Sally) “Set aside time time to plan for the use of it, and always know how it links to curricular outcomes.”! (Ann) “[Don’t use it just] for the sake of using social media.”! (Joseph)
  33. 33. Participants’ Advice “Use it, try it, get comfortable with it yourself”! (James) “Learn about it first”! (Sally) “Set aside time time to plan for the use of it, and always know how it links to curricular outcomes.”! (Ann) “[Don’t use it just] for the sake of using social media.”! (Joseph) “Embrace it. Let the kids roll with it. Give them some control . . .”! (Anthony)
  34. 34. Change?
  35. 35. Change? https://www.flickr.com/photos/23208360@N07/4497654605/
  36. 36. Change? “No fundamental changes . . . who I am is who I am.” (Ann) https://www.flickr.com/photos/23208360@N07/4497654605/
  37. 37. Change? “No fundamental changes . . . who I am is who I am.” (Ann) “It’s just incorporated something else” (Joseph) https://www.flickr.com/photos/23208360@N07/4497654605/
  38. 38. Change? “No fundamental changes . . . who I am is who I am.” (Ann) “It’s just incorporated something else” (Joseph) Oh I think so, I think very much so.” (Anthony) https://www.flickr.com/photos/23208360@N07/4497654605/
  39. 39. Change? “No fundamental changes . . . who I am is who I am.” (Ann) “It’s just incorporated something else” (Joseph) “It’s made me take more chances . . . I am not afraid to use it anymore” (John)! Oh I think so, I think very much so.” (Anthony) https://www.flickr.com/photos/23208360@N07/4497654605/
  40. 40. Change? “No fundamental changes . . . who I am is who I am.” (Ann) “It’s just incorporated something else” (Joseph) “It’s made me take more chances . . . I am not afraid to use it anymore” (John)! “I have really gone to a more flexible schedule with the kids . . . social media certainly has helped that.” (Mary)! Oh I think so, I think very much so.” (Anthony) https://www.flickr.com/photos/23208360@N07/4497654605/
  41. 41. Change?
  42. 42. I think it gives them [students] a “sense of empowerment” (John)Change?
  43. 43. I think it gives them [students] a “sense of empowerment” (John) I think the kids are more informed with social media . . .they are more connected with each of their subjects.” (Anthony) Change?
  44. 44. I think it gives them [students] a “sense of empowerment” (John) I think the kids are more informed with social media . . .they are more connected with each of their subjects.” (Anthony) Change? “What’s been gained is, believe it or not, you connect more with the kids.” (Frank)
  45. 45. I think it gives them [students] a “sense of empowerment” (John) I think the kids are more informed with social media . . .they are more connected with each of their subjects.” (Anthony) Change? “What’s been gained is, believe it or not, you connect more with the kids.” (Frank) “I think before there was this tension, there was this us versusthem mentality where the kids where trying to hide and pull oneover on the teacher and you don’t see that anymore. You seethe kids being comfy in . . . communicating on a different levelwith teachers now.” (John)
  46. 46. Contributions, Significance, & Implications 4 Significant areas/implications:! ! •Social media & the terms we use! •Teacher resistance & awareness! •Transformational change! •School level change • 7-12 public school! • rural, western Canadian! • technology “in use”! • teachers’ perspective
  47. 47. What is Social Media? Tecc licensed ( BY NC SA ) flickr photo by dkuropatwa: http://flickr.com/photos/dkuropatwa/3862101829/xt or ~ the words we use!
  48. 48. “a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of user generated content”! (Kaplan and Haenlein, 2010, p. 61) Social Media? (literature)
  49. 49. “Social Media . . . a moving target”(Hogan & Quan-Haase, 2010)
  50. 50. I just think about a person using the computer to communicate with somebody else. So to me, social media is different from technology in a sense that it’s communicating with another person or with another human being. ! (Nancy) It would be communicating on a mass scale. So, traditionally when we would email somebody or you would send a letter, it’s a one to one kind of thing. But social media is . . . you are reaching out to a large group of people for a larger audience. (Joseph) Social Media? I think of Facebook, Twitter, about connecting, instant access to things like news, information – not just local “our town” – but now global. ! (Anthony) . . . is just . . . communication is what it is, a different form of communication. (Frank)
  51. 51. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ social media & teaching/learning
  52. 52. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ Research/scholarship should focus on a particular type of media OR clearly define the way the term is being used in the research as a means of avoiding confusion. social media & teaching/learning
  53. 53. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ Research/scholarship should focus on a particular type of media OR clearly define the way the term is being used in the research as a means of avoiding confusion. If integration of social media is desired there should be clear plan that involves time & resources for:! ! • professional learning & awareness of what is possible! • planning with a purpose! • critical & creative thinking about implementation & implications social media & teaching/learning
  54. 54. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ Transformational change?
  55. 55. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ Transformational change?
  56. 56. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ The use of social media has the potential to lead to: Transformational change?
  57. 57. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ The use of social media has the potential to lead to: Transformational change?
  58. 58. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ The use of social media has the potential to lead to: • pedagogical change, ranging from additional strategies to the potential for transformative change. Transformational change?
  59. 59. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ The use of social media has the potential to lead to: • pedagogical change, ranging from additional strategies to the potential for transformative change. Transformational change?
  60. 60. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ The use of social media has the potential to lead to: • pedagogical change, ranging from additional strategies to the potential for transformative change. • enhance a school environment based on trust, responsibility, communication & student empowerment. Transformational change?
  61. 61. (Some) Implications https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/ The use of social media has the potential to lead to: • pedagogical change, ranging from additional strategies to the potential for transformative change. • enhance a school environment based on trust, responsibility, communication & student empowerment. Transformational change?
  62. 62. What’s next? (future research)
  63. 63. Thank you!
  64. 64. Supports Identified Selected figures & tables used in the dissertation supplemental slides
  65. 65. Table 4: final themes Category (theme) Sources References Benefits of Using SM 39 184 Purpose for Using SM 38 147 Barriers/Challenges 35 135 Change 26 101 School Environment & Relationships 21 63 Ethical & Appropriate Use of SM 22 59 Supports 17 42 Drawbacks & Negatives of Using SM 14 24 Assessment 11 18
  66. 66. Fig. 7: Reasons for using & benefits from using social media
  67. 67. fig. 8: Supports Identified
  68. 68. fig. 9: Challenges/Barriers/Concerns
  69. 69. fig. 10: ethical & appropriate use
  70. 70. fig. 11: advice from participants
  71. 71. fig. 12: social media a confusing term

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