Esperanza Román Mendoza [email_address] http://eroman.wordpress.com http://slideshare.net/elearningxxi/innovations2010 I Have a Voice. Do I Want to Use It Online? Encouraging Students to Participate in the Cyber Dialogue Innovations in Teaching and Learning 2010 George Mason University Fairfax, Virginia October 4, 2010
Digital Inequalities Social Media Context Results Strategies
What is the effect of each of the following in our ability to engage students in more effective learning using ICT?
The limited opportunities we provide students to really control their learning.
The legacy of unidirectional technology-based teaching practices.
The excessive importance placed on textbooks.
The focus on students doing assignments just for the teachers.
Our own engagement as teachers and professionals with the web (i.e., what do we use the web for? Are we missing something?).
The myths about our students´ skills with digital media.
Our own practices Unidirectional Presentations Exams Syllabi
Example of Online Personal Learning Environment
Services and applications, usually free-of-charge or inexpensive, that allow anybody with Internet connection to access, publish, and reuse all types of information. They also provide channels for collaboration.
The number and type of applications changes constantly.
Social media provide incredible amounts of irrelevant information along with very valuable information.
Social media require agility and flexibility from its users, and a new state of mind.
SOCIAL MEDIA IN THE CLASSROOM? M. Wesch. Those of us striving to integrate participatory media literacy practices into our classes often face resistance. Other faculty might argue that we are turning away from the foundations of print literacy, or worse, pandering to our tech-obsessed students. Meanwhile, students might resist too, wondering why they have to learn to use a wiki in an anthropology class. The surprising-to-most-people-fact is that students would prefer less technology in the classroom (especially *participatory* technologies that force them to do something other than sit back and memorize material for a regurgitation exercise). We use social media in the classroom not because our students use it, but because we are afraid that social media might be using them - that they are using social media blindly, without recognition of the new challenges and opportunities they might create. ELEARNING NEWS October 4, 2010 WHAT MATTERS TO TEACHERS AND STUDENTS
Social Media in Language Learning Social media offer a variety of environments that are ideal for learning beyond the classroom walls. The opportunities that social media open for communication in authentic situations are particularly important for second-language learners, who need to become competent communicators in a language other than their native ones. In addition, because of the increasing familiarity of most students with digital media, it is reasonable to assume that the integration of social media in the foreign language curriculum can only bring positive results in terms of language interaction with native speakers and, as a result, the acquisition of multicultural competency.
The use of terms such as “digital natives” and “digital immigrants” (coined by Prensky but then reviewed by him) has caused more harm than good in integrating IT in the classroom.
It may be that there is as much variation within the digital native generation as between the generations. (Bennet, Matton, & Kervin, 2008, p. 777)
The inequalities in use and breadth of use within younger generations could be exacerbated as teachers assume a level of knowledge in school lessons that may not be accurate for all students. (Facer & Furlong, 2001 cited by Hesper & Enyon, 2010, p. 515)
Today age is less important than attitude, behavior, and habit in terms of mental functioning and learning. (Herther, 2009, p. 19)
Acosta, S. (n.d.). PowerPoint in the Classroom: One Student’s Opinion. Darmouth College. http://www.dartmouth.edu/~writ8/index.php/perspectives/-powerpoint-classroom-opinion
Bennett, S, Maton, K., & Kervin, L. (2008). The ‘ digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39 (5), 775-786.
Croxall, B. (June 7, 2010). Reflections on Teaching with Social Media. The Chronicle of Higher Education . http://chronicle.com/blogPost/Reflections-on-Teaching-with/24556/?sid=wc&utm_medium=en&utm_source=wc
Facer, K. & Furlong, R. (2001). Beyond the myth of the ‘Cyberkid’: young people at the margins of the information revolution. Journal of Youth Studies, 4 (4), 451–469.
Hesper, E. J. & Enyon, R. (2010). Digital natives: where is the evidence. British Educational Research Journal, 36 (3), 503-520.
Herther, N. K. (2009). Digital Natives and Immigrants. Online, 33 (6), 14-21,
Norman, D. (March 5, 2008). On the PLE. http://www.darcynorman.net/2008/03/05/on-the-ple/
Newstechzilla. What is your definition of social media. http://www.newstechzilla.com/2009/03/what-is-your-definition-of-social-media/
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5), I-6. http://www.marcprensky.com/writing/default.asp
Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate, 5 (3). Retrieved from http://innovateonline.info/pdf/vol5_issue3/ H._Sapiens_Digital-__From_Digital_lmmigrants and Digital_Natives_to_Digital_Wisdom.pdf
Wesch, M. (Jan 3, 2009). Participatory Media Literacy: Why it matters. http://mediatedcultures.net/ksudigg/?p=192