• Major Findings – Significant difference between girls and boys in gain scores (pre- to post-test), favoring girls• Implications – Certain types of game-like technologies may help in addressing STEM disparities – STEM disparities grow out of how we see ourselves as learners; important role of identity and social interaction in games and simulations for learning Kimmons, R., Liu, M., Kang, J., & Santana L. (in press). Attitude, achievement, and gender in a middle school science-based ludic simulation for learning. Journal of Educational Technology Systems.
• Major Findings – Disconnect between SNS and learning environments• Implications – Be more critical of social technologies and ask hard questions of the data – Before implementing SNS for learning, we need to understand and carefully consider their inherent assumptions and embedded values Veletsianos, G., French, K., & Kimmons, R. (under review). Instructor experiences with social networking sites in a formal education setting: Expectations, frustrations, appropriation, and compartmentalization.
Findings• Perhaps not as “collaborative” as we imagine• Articles generally do not reflect wisdom of the community, but of a select few within it Kimmons, R. (2011). Understanding collaboration in Wikipedia. First Monday, 16.
Implications• Social technologies may replicate hegemonic structures, depending on who participates and how they do it and upon embedded values• Easy to lose sight of individuals when we focus on networks Kimmons, R. (2011). Understanding collaboration in Wikipedia. First Monday, 16.
Courtesy of The Opte Project
Emergent Form(s) of Scholarship• Scholarship as Changing Construct• Digital Scholarship? – Amplification vs. Transformation• Social Scholarship or Open Scholarship? – Prescription vs. Understanding• How is scholarship changing as a result of (or in line with) advancements in social media technologies?
Networked Participatory Scholarship“Scholars’ participation in online social networksto share, reflect upon, critique, improve, validate,and otherwise develop their scholarship.”Scholarship, culture, and technology are co-evolutionary artifacts Veletsianos, G. & Kimmons, R. (2012). Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers & Education, 58(2), 766-774.
What is the lived experience of being a scholar in the Web 2.0 era?
Major Findings 1. Process of establishing professional and personal boundaries 2. Maintaining appropriate and meaningful connections 3. Structuring participation so that others see me in a certain light 4. Using my time efficiently Veletsianos, G. & Kimmons, R. (2012). Faculty members lived experiences in online social networking systems. The Internet and Higher Education. Doi: 10.1016/j.iheduc.2012.01.004
Implications• SNS have embedded values that can conflict with scholars’ multi-faceted lives (personal, professional, etc.)• Prescription regarding social technologies need to consider social implications of such practice, not just professional efficiency Veletsianos, G. & Kimmons, R. (2012). Faculty members lived experiences in online social networking systems. The Internet and Higher Education. Doi: 10.1016/j.iheduc.2012.01.004
Emergent Questions About Identity• What is the scholar’s or teacher’s place in society? Is this changing?• Do I have an authentic identity, socio- evolutionary identity, or multiple identities?• How do the inherent assumptions of a technology shape my participation (and identity construction) through it?
Public School Teachers, Technology, and Identity• Reflect many of the tensions of scholars, but with some important differences – less freedom – more social accountability – less social capital• How do teachers participate in SNSs?• What is the relationship between personal use of SNSs and professional identity?
Teachers in Trouble
Current Discussions of SNSs in Education• Tend to focus on implementation and “best practices” (e.g. sharing openly)• Typically do not critically engage inherent assumptions of the medium that shape participation (e.g. “friends”, sharing, openness, authentic identity, etc.)
DissertationMajor Research Question:• How does exposure to professional expectations impact pre-service teachers’ senses of online social identity?Participants:• Twenty (20) first-semester pre-service teachers in a teacher education cohort
MethodologyGrounded Theory 1. Initial Interviews 2. Training Module on Social Media Professionalism (+1 month) 3. Focus Groups 4. Follow-up Interviews (+1-2 months)
Methodology• Data Analysis – Line-by-line (In Vivo) coding – Thematic coding – Theoretical coding – Memoing – Constant comparative analysis• ~150 pages of single-spaced transcripts• ~4000 coded lines
Emergent Findings• The Myth of Authentic Identity• Participation by Modality• Privacy and Maturation• Digital Persistence• Mixed Signals of Sharing and Punishment• Connection and Disconnection Dissertation: Pre-service Teachers and Social Networking Sites
Future Research• Understand issues of identity and participation at multiple levels of educational and professional spectrum – Students – Student-teachers – Early-career teachers – Late-career teachers
Future Research• Explore the role of games and simulations in identity development and social interaction for education