This document discusses research on the relationship between social media use and various outcomes. It summarizes findings from multiple studies on topics such as: - Academic achievement: Most studies find little to no relationship between social media use and grades. Some research indicates social media can facilitate learning through collaboration and social capital. - Well-being: Overall intensity of social media use does not strongly correlate with loneliness, self-esteem or depression. However, social capital gained through social media is linked to higher well-being. - Narcissism: Small to moderate associations are found between narcissism and social media use. Narcissistic traits are linked to activities that enable self-promotion. The document

1. EDUCATION &
DIGITAL TECHNOLOGY
Trends, hypes, fears,
truths, essentials
and strategic issues.
Linda Castañeda

2. By Cody King in Pexels
HORIZON

3. By Cody King in Pexels
LENS
H
SOLUTIONISM,
HYPE, UTOPIAS,
MORAL PANIC,
DYSTOPIAS, FEARS,
HALF-TRUTHS
BLIND SPOTS

10. Where are we?
EDUCATION &
DIGITAL TECHNOLOGY

11. By Cody King in Pexels
LENS
H

12. Sobre
automatizar
Medios y
Audiovisuales
Lo Digital
Determinismo
tecnológico
Enseñar y
Aprender a
Distancia
1970
1980
1990
What have we learned
from research in
educational technology?
E, B, M –
Learning
Colaboración
Social Media - PLE
Flipped - Gameful
MOOCs
Analíticas
Factores de
implementación
Competencia
Digital
Pensamiento
computacional
IA, RV y RA
2000
2010
CoVid
2020

13. On automating
Media and
Audiovisuals
Digital
Technological
determinism
Distance
Teaching and
Learning
1970
1980
1990

14. E, B, M -Learning
Collaboration
Social Media - PLE
Flipped - Gameful
MOOCs
Analyses
Implementation
factors
Digital
Competence
Computational
thinking
AI, VR and AR
2000
2010
CoVid
2020

15. HALF-
TRUTHS
HALF-
TRUTHS

16. Imagen creada en DALL-E con el prompt: swirl of books, computers and people that goes into a bottle of genie
In 25 minutes…

17. HALF-
TRUTHS
HALF-
TRUTHS

18. “The COMPLEXITYof the field tempts
authors to refer to individual studies that fall in line with
their assumptions while ignoring contradictory findings.”
Appel, Marker & Gnambs, 2020
Imagen de Pete Linforth en Pixabay

20. SOCIAL MEDIA &
ACADEMIC ACHIEVEMENT
Imagen de Kohji Asakawa en Pixabay

21. SOCIAL MEDIA USE
& ACADEMIC
ACHIEVEMENT
• Social media facilitate S2S
discussions of learning matter,
course groups, or enable S2T
interactions (Junco, Heiberger, & Loken, 2011;
Lampe, Wohn, Vitak, Ellison, & Wash, 2011).
• Social media help at developing
social capital (Ellison et al., 2007, 2011; Wang et
al., 2015). Social capital in turn is an
important resource for students’
academic achievement (Eckles &
Stradley, 2012; Yu, Tian, Vogel, & Kwok, 2010).”
Appel, Marker & Gnambs, 2020

22. SOCIAL MEDIA USE
& ACADEMIC
ACHIEVEMENT
• Social media risk factor for
academic underperformance
(Kirschner & Karpinski, 2010).
• Time in social media reduces the time
for learning and preparation (Nie, 2001;
see Tokunaga, 2016). Less study time -poorer
academic performance (Stinebrickner &
Stinebrickner, 2004).
• SNSs time reduce the quality and
quantity of sleep (Orzech, Grandner, Roane, &
Carskadon, 2016; Xanidis & Brignell, 2016).
• Social media multitasking less
working memory capacity available
during classes (van der Schuur, Baumgartner, Sumter, &
Valkenburg, 2015; Wood et al., 2012, Vorderer, Hefner, Reinecke,
& Klimmt, 2017).
Appel, Marker & Gnambs, 2020

23. SOCIAL MEDIA &
ACADEMIC ACHIEVEMENT
The relationship between SNS use and academic
achievement is far lower than the ES benchmark.
There is no indication for potential devastating effects of
social media on school achievement.
NO relationship between SNS use and grades among the
subgroup of younger, adolescent participants.
Appel, Marker & Gnambs, 2020

24. SOCIAL MEDIA &
WELL-BEING
Imagen de Kohji Asakawa en Pixabay

25. SOCIAL MEDIA USE
& WELL-BEING
• Communication on SNSs replacement
of valuable f2f communication (Nie,
2001). lacks quality and depth (Yang, Brown, &
Braun, 2014). Amplified by feelings of
wasting time online (Sagioglou & Greitemeyer,
2014).
• Social comparisons (Festinger, 1954) in
contrast to the target (Gerber, Wheeler, & Suls,
2018) negative social comparison
(Feinstein et al., 2013; Fox & Vendemia, 2016).
• Intense SNS use increases risk to
cyberbullying, grooming, and
sexting. (Kowalski, Giumetti, Schroeder, & Lattanner, 2014).
• The more connected, the more
stresses, overload, the worse
sleeping (Vorderer, Hefner, Reinecke, & Klimmt, 2017).
Appel, Marker & Gnambs, 2020

26. SOCIAL MEDIA USE
& WELL-BEING
• SNSs valuable by providing and
psychologically representing
social capital (Ellison, Steinfield, & Lampe, 2007;
Wang, Chua, & Stefanone, 2015).
More social capital = higher well-
being.
• Feedback on SNSs is positive.
Positive feedback = higher well-
being (Burrow & Rainone, 2017).
• SNSs = can assist users’ self-
presentation and self-disclosure
(Valkenburg & Peter, 2011).
Successful self-presentation &
self-disclosure = higher well-
being (Kim & Lee, 2011).
Appel, Marker & Gnambs, 2020

27. SOCIAL MEDIA &
WELL-BEING
No strong linear link between the overall intensity of
SNS use and loneliness, self-esteem, life satisfaction,
or self-reported depression.
Social capital & SNS use, exceeded effect sizes >.20.
SNSs platform for creation and maintenance of close
& intimate but shallow relationships.
Appel, Marker & Gnambs, 2020

28. SOCIAL MEDIA &
NARCISSISM
Imagen de Kohji Asakawa en Pixabay

29. SOCIAL MEDIA USE
& NARCISSISM
• Generation me (Twenge, 2014; Twenge, Konrath,
Foster, Campbell, & Bushman, 2008)
• Narcissistic tendencies can be
expressed and nourished by
engaging with SNSs (Twenge, 2013).
• Narcissist communication features on
SNSs (Valkenburg & Peter, 2011, Gnambs & Appel, 2018).
• Large number of friends, acquaintances,
and strangers = constant validation
• Awkward parts of the self can be more
easily hidden. Choreographing the
one’s online appearance.
• Moreover, the intense self-focus
initiated by many SNS activities could
promote users’ narcissism (Gentile, Twenge,
Freeman, & Campbell, 2012).
Appel, Marker & Gnambs, 2020

30. SOCIAL MEDIA &
NARCISSISM
Appel, Marker & Gnambs, 2020
Small to moderate associations between narcissism
and SNS use
Grandiose narcissism is substantially linked to SNS
Narcissists tend to have more social media Friends; popular activities that
enable self-promotion are particularly strongly associated with
narcissism.
(larger in non-Western than in Western countries).

31. Sobre
automatizar
Medios y
Audiovisuales
Lo Digital
Determinismo
tecnológico
Enseñar y
Aprender a
Distancia
1970
1980
1990
What have we learned
from research in
educational technology?
E, B, M –
Learning
Colaboración
Social Media - PLE
Flipped - Gameful
MOOCs
Analíticas
Factores de
implementación
Competencia
Digital
Pensamiento
computacional
IA, RV y RA
2000
2010
CoVid
2020

32. The really KEY
PROCESSES in
human learning
CAN NOT BE
AUTOMATISED.

33. MEDIA & AUDIOVISUALS
• Different MEDIA different EFFECTS
• Multiple pathways for multiple interests (NOT
STYLES)
• CNS capacity < multimodality
• Simple flowcharts are more effective
• more REALISTIC, more effective PRESENTATION

34. Image: 'fettyimages - pindoles
http://www.flickr.com/photos/93060662@N03/27823485366
By La Veu del País Valencià
PILLS

35. DIGITAL LEARNING
• BEHAVIOURISTS VS. COGNITIVISTS rather than
mere semantics.
• CONDUCTIVE: more short-term memory of
DECLARATIVE OR FACTUAL information AND
PROCEDURAL TASKS".
• COGNITIVIST: long term memory and the ability
to CREATIVELY APPLY learned concepts
• LEARNING DESIGN

36. • THE KEY IS THE TEACHING METHOD
• technology + MOTIVATION
ATTENTION novelty factor
• Technology and SELF-REGULATION
• Technology and CUSTOMISED LEARNING
EXPERIENCES
TECHNOLOGICAL DETERMINISM

37. METACOGNITION
Dabbagh & Kitsantas, 2012; McLoughlin & Lee, 2010

38. Dependent on
epistemological
assumptions
Castañeda & Soto, 2010

39. • Results of EXPERIMENTAL MODELS
rarely usable
• Results of NATURALIST MODELS
NOT generalisable but more applicable.
• We need COMMUNICABLE design
frameworks and models
• NO model offers complete prescriptions.
TEACHING/LEARNING MODELS

40. Epistémicamente
situado
Tareas
Diseño
de
tareas
de
conocimiento
Diseño del escenario
Físicamente Situado
Espacios y Recursos
Diseño de la interacción social
Socialmente Situado
Dinámicas, grupos, equipos;
roles, división del trabajo
Metas
ACTIVIDAD
EMERGENTE

41. DISTANCE TEACHING AND LEARNING
• Multiple opportunities for self-assessment and
reflection are IMPORTANT.
• MULTIMEDIA learning YES but not everything
• Online resources need scaffolding
• Crucial PLANNING AND FLEXIBILITY
• Learning SITUATED

42. TEACHER TRAINING
IN PEDAGOGY
(and beyond)
IS FUNDAMENTAL

43. Castañeda, Esteve, Adell & Prestridge, 2022
Digital teacher framework (DT framework)
reviewed.

44. DIGCOMPEDU

45. • The MOBILE plot-twist
• Complementary analogue and digital
• Reading, writing and sharing as the
basis of the activity
• The sequence of learning:
• learn from an expert
• do something (WELL)
• Only then (if that) share it
• Metacognition IS NOT UNDERSTOOD
as part of their learning processes.
PLE

46. PLE
Access Information
Modify information
through reflection
Share and Recreate
with others
Tools
Activities
Mechanisms
Attitudes
Castañeda, L. and Adell, J. (eds.) (2013).

47. • Cognitive, Behavioural, Affective
Improvements
• Engaging environment for students to
experience FLOW
• NARRATIVES to CHANGE the CONTEXT
• MOST USED key principles: visual
status, social engagement, freedom of
choice, freedom to fail and rapid
feedback.
• POSITIVE IMPACTS ON BORING TASKS,
NEGATIVE IMPACTS ON MOTIVATION
WHEN THERE ARE ALREADY
GAMES

48. playful and
game-based
approaches
networked
connected
learning

49. • Positive in comprehension (Skeptical with Software)
• TAKE CARE people difficuties
• READING ASSESSMENTS?
READ
ING
• Better printed texts despite the appeal
of LMS for comprehension –
TRAIN PUPILS
• Paper better when a reading time limit
is imposed tan in self-paced reading
(no media effect in narrative texts).
• Paper & media are not the same.
Pre- SNSs (2005)

50. • Technological - Support
• Learning System Quality
• Trusted
• Self-Efficacy - Professional
Development
• Cultural Aspects
IMPLEMEN
TATION
FACTORS

51. CRITICS

52. By @wiswijzer2, collected by Simon Buckinham-Shum via @jordi_a

53. QUANTIFY - UNDERSTAND
By @wiswijzer2, collected by Simon Buckinham-Shum via @jordi_a

54. NEW ACTORS

55. THE EDTECH MARKET

57. EDUCATIONAL INFLUENCERS

58. PLATFORMIZATION

59. IN SUM…
Imagen de Leopictures en Pixabay

60. WITH/WITHOUT
TECHNOLOGY
FALSE DICHOTOMY

61. The Future is not
what it used to be…

63. students in a futuristic classroom - with NightCafe Creator https://creator.nightcafe.studio/creation/32mZFPJXAMbMvlyhX5iF

66. NOT
TECHNOLOGICAL
SOLUTIONS TO
SOCIAL/EDUCATIONAL
ISSUES

67. IS NOT
ENOUGH

68. TECHNOLOGY
is much MORE
than just an
INSTRUMENT

69. The power to the people

70. Floridi, 2020
digital

71. PLATFORMIZATION

72. REGULATION
& MECHANISMS
TO REGULATE
AND FOLLOW

73. learning

74. Relatioship models
Personal models
Learning models
Institutional Models
TECHNOLOGY
Configures….

75. INSTITUTIONAL
MODELS

76. Training Topics
Key concepts /Framework of the implementation –
Basic Skills – Importance – Easiness – Usefulness –
Educational background – Metacognition about the
implementation
Training Strategies
One to one assistance – Workshops - Communities of practices
/learning - Differentiated by area of knowledge/centre - Faculty
champions, mentors P2P training - Multisector (teachers,
students, admin) debates and sessions - Development
programs/itineraries
Infrastructure
Important differentiation by context (not only
University context but teachers’ and student’s
context) - Technological strategy/policy in
campus and online (off-campus) - Specific
infrastructure for the changes - Specific
personal (qualified personnel) and units to
this (do not overwhelming the resources) -
Support Initiative
Stimulus
Rewarding mechanisms (time, money recognition,
promotion, extra pay, stipends, course release, and
funding) - Motivation to teachers & students and
between them (teachers feel motivation from
students)
Policy
Need analysis strategy - Institutional CLEAR leadership - Clear
strategy /policy: planning & coordination (priorities) based on
a CLEAR definition of WHAT - Integration of the policy or
strategy in the general politics of the Uni - Mirroring of the
institutional strategy in the center's strategy - Policies to
renew academic, institutional & scientific practices - Time
management strategy - External collaboration - Students role
on the implementation - Research agenda strategy , Evaluation
Communication
Increasing of awareness of infrastructure, importance //
CLEAR definition the concept/framework/strategy to
adopt - Community co-redefinition of concepts -
Communication strategy about the project - Informing
stakeholders (including all the stakeholders) - Exemplars
and Good practices (by disciplines/ areas of knowledge) -
Reusable resources (by areas of knowledge)
Crucial Elements of Implementation of Digital Tools and Processes
Esteve-Mon, Postigo-Fuentes & Castañeda, Inpress
Esteve-Mon, Francesc; Postigo-Fuentes, Ana Yara & Castañeda, Linda (2022) A
strategic approach of the crucial elements for the implementation of digital
tools and processes in Higher Education. Higher Education Quarterly.

77. THE COMPETENT
SYSTEM
NOT just the
individual

78. https://cutetoolkit.ku.dk/

79. CONTINUING
COMMUNITIES
OF PRACTICE

80. GLOCALIZED
SOLUTIONS

81. STRATEGIC REGIONAL
APPROACHES
DIGITAL COMPETENCES
IN SPANISH EDUCATION
Joint Research Centre
Growth and Innovation (Seville)
Human Capital and Employment
JRC_UM Contract
JRC/SVQ/2022NLVP/1897
COMING SOON

82. The scenario has
completely changed

83. Digital
Natives
Mark Prensky
2001

84. Visitants
Residents
David White
2011

85. Invited
Embeded
Castañeda, 2021

86. TECHNOLOGY
ENHANCED learning
PEOPLE
EMPOWERING

87. The scenario has
completely changed

88. We have learnt
MANY things

90. EDUCATION
is much MORE than
what is happening
in the CLASSROOM

91. Skills
Competencies
Agency
Empowering
EDUCATION
Is
About….

92. https://dalicitizens.eu/

93. SKILL
COMPETENCE
Empowering

94. EDUCATIONAL
GOALS BEYOND
BLOOM

95. whom?
magen creada con DALL-E photograph of a woman reading a book and looking sceptically and suspiciously at the camera

97. BLOOM IS
NOT ENOUGH

98. ¿QUIÉN?
WHY?
magen creada con DALL-E photograph of a man reading a book and looking sceptically and suspiciously at the camera

99. TASKS
Cognitive

100. METACOGNITION
&
SELF-regulation
Reflection about TASKS

101. Imagen creada con DALL-E: photograph of the Alice's white rabbit running with the clock, digital art
SELF Direction

102. Marzano, & Kendall (2006)
The New
Taxonomy of
Educational
Objectives.

105. MEANINGFUL

107. EVIDENCES,
BUT

108. “The COMPLEXITYof the field tempts
authors to refer to individual studies that fall in line with
their assumptions while ignoring contradictory findings.”
Appel, Marker & Gnambs, 2020
Imagen de Pete Linforth en Pixabay

109. What are
the RELEVANT
questions?

110. UNIVERSAL DESIGN
ACCESSIBILITY
PRIVACY
ETHICS
SAFETY
EQUITY
JUSTICE
DIGITAL GAP
(digital & participation)

111. GO IN-DEPTH
Photo by 7inchs: https://www.pexels.com/photo/anonymous-female-diver-swimming-under-blue-ocean-in-sunlight-6702557/

112. “Teaching is not rocket
science. It is, in fact,
far more complex and
demanding work than
rocket science”.
Richard F. Elmore
Imagen creada en Night-café con el prompt: spatial rocket in a colorful backgroundy editada con DALL-E con el prompt: colorful planet

113. READ
MORE

114. www.lindacastaneda.com