Facebook and Social Media in education and teacher trainingStefania Manca
This document summarizes three presentations on the topic of Facebook and social media in education. The first presentation reviews literature on using Facebook as a technology-enhanced learning environment and finds that while its pedagogical potential is recognized, obstacles like policies and culture have prevented full adoption. The second presentation reports on a study of social media use in higher education, finding it is more common for personal/professional use than teaching and barriers include cultural and institutional factors. The third presentation examines five Italian Facebook groups for teachers and finds generic groups foster loose connections while thematic groups support close ties, with both having advantages and drawbacks for professional development.
Social Media and Facebook for learning: methodological aspects and main resul...Stefania Manca
The document summarizes two research studies conducted by Stefania Manca on the use of social media and Facebook for learning. The first study was a literature review that found Facebook has been used mainly as a learning management system rather than fully utilizing its affordances to blend information sources. Barriers included institutional policies and traditional pedagogies. The second study surveyed Italian academics and found they use social media more for personal and professional purposes rather than teaching. Use varied by discipline, and barriers included cultural, pedagogical, and institutional factors. Overall, the studies show potential but also limitations in social media integration in education due to various obstacles.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
The document describes a pilot study that tested a new collaborative application called "The Café" as an online learning environment within Facebook for first-year design students. 48 students used The Café in combination with traditional classes to submit work, provide peer feedback, and complete surveys about their experience. The Café was designed based on principles of user interface design to take advantage of Facebook's popularity while providing a dedicated e-learning space. The evaluation found that The Café allowed students to interact online to further their understanding through peer feedback and critique in an accessible and interactive environment separated from their social activities on Facebook.
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Facebook application is already pre-loaded in any smartphone, making it a typical conversation mode almost anytime and anywhere. Its unique feature called "Facebook group" allows anyone to post images, documents, pdf files, PowerPoint presentations, and video clips. Even polls can also be posted where members of the group can simply click their response to a given poll question. Indeed, the Facebook group is already utilized by almost any organization. Many mathematics educators have already taken advantage of its utility to deliver learning materials to their students. This research study utilized the Facebook group in the mathematics teaching-learning process and students' cooperative learning experience. It is an avenue to discuss topics and other issues relevant to their existence. The students learned a new lesson through this phenomenal and modernized communication tool. Results of the investigation are presented in this paper.
Facebook and Social Media in education and teacher trainingStefania Manca
This document summarizes three presentations on the topic of Facebook and social media in education. The first presentation reviews literature on using Facebook as a technology-enhanced learning environment and finds that while its pedagogical potential is recognized, obstacles like policies and culture have prevented full adoption. The second presentation reports on a study of social media use in higher education, finding it is more common for personal/professional use than teaching and barriers include cultural and institutional factors. The third presentation examines five Italian Facebook groups for teachers and finds generic groups foster loose connections while thematic groups support close ties, with both having advantages and drawbacks for professional development.
Social Media and Facebook for learning: methodological aspects and main resul...Stefania Manca
The document summarizes two research studies conducted by Stefania Manca on the use of social media and Facebook for learning. The first study was a literature review that found Facebook has been used mainly as a learning management system rather than fully utilizing its affordances to blend information sources. Barriers included institutional policies and traditional pedagogies. The second study surveyed Italian academics and found they use social media more for personal and professional purposes rather than teaching. Use varied by discipline, and barriers included cultural, pedagogical, and institutional factors. Overall, the studies show potential but also limitations in social media integration in education due to various obstacles.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
The document describes a pilot study that tested a new collaborative application called "The Café" as an online learning environment within Facebook for first-year design students. 48 students used The Café in combination with traditional classes to submit work, provide peer feedback, and complete surveys about their experience. The Café was designed based on principles of user interface design to take advantage of Facebook's popularity while providing a dedicated e-learning space. The evaluation found that The Café allowed students to interact online to further their understanding through peer feedback and critique in an accessible and interactive environment separated from their social activities on Facebook.
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Facebook application is already pre-loaded in any smartphone, making it a typical conversation mode almost anytime and anywhere. Its unique feature called "Facebook group" allows anyone to post images, documents, pdf files, PowerPoint presentations, and video clips. Even polls can also be posted where members of the group can simply click their response to a given poll question. Indeed, the Facebook group is already utilized by almost any organization. Many mathematics educators have already taken advantage of its utility to deliver learning materials to their students. This research study utilized the Facebook group in the mathematics teaching-learning process and students' cooperative learning experience. It is an avenue to discuss topics and other issues relevant to their existence. The students learned a new lesson through this phenomenal and modernized communication tool. Results of the investigation are presented in this paper.
The document summarizes a presentation about educators' perceptions and behaviors regarding participation in informal online professional development networks. Key findings include that educators are motivated to participate in these networks to advance their learning, connect with others, and reduce isolation. Twitter was the most popular social media platform used. Differences emerged based on position, years of experience, and age. Recommendations include examining successful support programs, exploring correlations with improved practice and student learning, and allowing educators input and credit for informal learning.
The way in which we learn is changing. An interesting report [Back in 2009] by Project Tomorrow and Blackboard K-12.identifies key findings from interviews with innovative educators who are leveraging mobile devices for learning. Their stories illustrate emerging trends, implementation considerations and strategies for implementing mobile learning initiatives.
Symp.improving first yearretentionthroughsocialnetworkingMichaelWeston
This document summarizes a presentation about Purdue University Calumet's program to improve first-year student retention through the use of social networking and learning communities. The program placed new students into physical and virtual learning communities with block schedules of common courses. It utilized the university portal and Facebook groups for student and faculty communication. An evaluation found that students were more engaged when instructors actively used the Facebook groups, and preliminary findings suggest the program improved student satisfaction and connections.
This document summarizes a study on how first year students at Amsterdam University of Applied Sciences use Facebook. Previous research identified four major Facebook activities: information sharing, sharing for educational purposes, social purposes, and leisure. The study surveyed 618 first year students about their Facebook activities and background characteristics. The survey results were analyzed using statistical software to determine if certain Facebook activities correlated with student characteristics like gender, age, or socioeconomic status. Understanding how students use Facebook could provide insights into its relationship with student success in higher education.
This document discusses considerations for educators regarding the use of social media in higher education. It covers key topics such as ownership and intellectual property when academic content is shared publicly online. Privacy and student data protection according to FERPA laws is another important issue explored. The stability and longevity of social media platforms hosted by private companies is also a concern discussed in the document. Overall, the white paper aims to provide guidance to educators on important legal and practical implications of incorporating social media tools into their teaching.
Social Networking behind student lines with MixiSteve McCarty
Presentation at Wireless Ready 2008 at NUCB graduate school in Nagoya, Japan, by Professor Steve McCarty. Social networking with students provided a supplementary online dimension beyond a class or even graduation. This presentation describes the SNS and the socioculture behind the technology.
Social Media Based Courseware for ASEAN Open Education: Opportunity and New C...Jintavee Khlaisang
Khlaisang, J. (2013). Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge. The Asia Regional OpenCourseWare and Open Education Conference 2012, organized by Japan Opencourseware Consortium and Office of the Higher Education Commission, Thailand, January 21-22, 2013.
This survey analyzed the usage of information and communication technologies (ICT) among different groups at Angola High Polytechnic School. 441 participants including teachers, administrative staff, and students completed a questionnaire. The most commonly used devices for internet access were mobile phones, laptops, and tablets. The widest used ICT tools were social networks like Facebook and file sharing tools. Among teachers, social networks, file sharing tools, and wikis were most familiar. Students were most familiar with social networks, file sharing tools, wikis, and learning management systems like Moodle. The survey provided insight into the adoption of various ICT tools to support teaching and learning at this institution.
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
Should Gorden Secondary School use Facebook in the classroom?Betty Wakia (白丽)
The document discusses a study conducted at Gorden Secondary School in Papua New Guinea to determine if students and teachers want to integrate Facebook into classroom learning and teaching. Surveys were distributed to 324 students and 15 teachers. The results showed that Facebook was the most popular and frequently used social media platform. Most students spent 30-60 minutes per day on social media to keep in touch with friends and family or find news updates. While Google was more commonly used for assignments, some students utilized Facebook and other sites for research. Overall, the findings suggested that integrating Facebook and other social media could provide educational benefits if used appropriately in the classroom.
Newsletter Academic Spotlight Technology and Teaching Intersect 2016 MarchTerry Vahey
1) The newsletter discusses how technology is being used at SJSU to support student success through predictive analytics, new teaching methods using technology, and connecting students and faculty to remote partners.
2) An example is provided of an international project between SJSU and Vietnamese universities to strengthen social work education in Vietnam using technologies like WebEx and Google Sites to connect participants across distances.
3) The newsletter also describes how two SJSU professors received grants to redesign key courses using new technologies to increase student engagement like interactive polling software and modular online content.
Educators increasingly use social media for informal professional learning. A study examined why educators participate in online professional networks and how their participation differs based on role, experience, and age. Key findings include: Educators are motivated by community, convenience, and improving practice. Younger classroom teachers found traditional PD less helpful than administrators. Participation decreased with age while value of PD increased. Recommendations support validating informal learning, differentiated self-directed PD, and encouraging PLNs to reduce isolation and increase integration.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
2011 eukids on llne 2 full paper proetoimassia gia ekdossiElsa Deliyanni
This document discusses applying new media tools like blogs and social media in primary school classrooms. It summarizes a case study of a school blog run collaboratively by a teacher, students, and parents over two years. Surveys of parents and focus groups with students found that the blog had positive impacts. It engaged students and parents in media literacy activities and diffusion of alternative media patterns. However, teachers need proper training to effectively integrate new media into teaching and develop students' digital literacy skills. The emergence of Web 2.0 requires new approaches to learning that are collaborative, learner-centered, and personalized.
Learning in the 21st century a national report of online learningtspicuzza
This document provides a summary of a national report on online learning in K-12 education. Some key findings include:
- 1 in 5 students have taken an online course, and 1 in 3 selected online classes as part of their ideal school.
- Students are interested in online learning to fit classes into their schedules, take advanced courses, and work at their own pace.
- Both parents and teachers see the value of online courses for credit recovery and accommodating student needs.
- Six school district case studies showed a variety of online learning models being used, from fully online courses to supplemental online content.
In the modern society and the information era, information-based teaching ability is a must for primary school English teachers. Thanks to the wide use of information technology in schools, the education system has witnessed big changes in the past few years, which poses new challenges to primary school English teachers. But in western rural areas in China, most primary school English teachers are poorly-trained in terms of information-based teaching. The study takes rural primary school English teachers in Leshan City, Sichuan, China as the research object, taking advantage of approaches like questionnaire survey and interviews, etc. Based on the analysis of the status quo and the influence factors of information-based teaching ability of rural primary school English teachers, the study aims to put forward strategies in order to improve the development of information-based teaching ability of the rural primary school English teachers.
The document discusses using social networking like Facebook to support collaborative learning. It provides background on social networking and collaborative learning. The purpose of the study is to examine how Facebook's features can enhance student engagement in collaborative learning activities. The research will identify which Facebook features students prefer for collaborative learning and what factors influence student engagement in conducting collaborative learning on Facebook.
Using a VLE to Enhance Assessment for Learning Mathematics in School ScectorIJMIT JOURNAL
This paper investigates the use of VLE in enhancing or supporting assessment for learning mathematics by the KS4 students with special education needs in the London borough secondary school. The main challenge in teaching and learning of mathematics is to provide the special education needs students with extensive support structure that is associated with their subject area. As part of continuous teaching and learning, many schools in the UK have embraced Assessment for learning as an effective and efficient way of providing students, their teachers and their home schools with feedback and feed forward. A virtual learning environment (VLE), which is an electronic system, provides online interaction of various kinds that can take place between learners and tutors, including online learning and assessment [1]. A VLE as a platform for teaching and learning supports assessment for learning (AfL), encourages personalised and collaborative learning, enabling students to carry out peer and self assessment of mathematics course within a unified supportive environment online. Evidence from literature suggests that VLE supports out of school hours of learning, and that the special education needs learners who do not respond well to the formal structure of learning within the school system take an active part in learning in informal settings. The finding presents key issues related to mathematics teaching and assessment for learning using a VLE, based on the perspectives of the special education needs (SENs) students in the school sector. The students who received in-class feedback and feed-forward during mathematics lesson, and through the VLE (Fronter) platform, moved their learning forward and much quicker when compared with students who only received feedback in class. Correspondingly, the instant feedback provided by a VLE after the Observation stage was greatly valued by the SENs students who used this period to take greater responsibility for personal learning. In general, the finding suggests that a VLE effectively enhances assessment for Learning by offering instant feedback and feed-forward to the SENs students who, now began to take responsibility for their own learning, and have also been motivated to correct their work. Furthermore, evidence of teacher – student interactivity which facilitates greater understanding of mathematical concepts is highlighted by the study.
Effects of web based learning tools on student achievementann-crosby
This study examined the effects of co-teaching using web-based learning tools on teacher perceptions of technology use and student writing skills. A technology teacher and language arts teacher co-planned, co-taught, and co-assessed lessons utilizing online tools like wikis and videos in a 6th grade class. Survey and interview results found the language arts teacher's perceptions of technology became more positive. Student writing and marking period grades improved compared to a control group, though author's purpose test scores did not differ significantly between groups. The study recommends continued co-teaching and use of web-based tools to support student learning and increase technology integration.
Presentazione del libro "I social network nell'educazione" di Maria Ranieri e Stefania Manca (Erickson, 2013) - Webinar su Insegnalo.it, 2 Dicembre 2013
The document summarizes a presentation about educators' perceptions and behaviors regarding participation in informal online professional development networks. Key findings include that educators are motivated to participate in these networks to advance their learning, connect with others, and reduce isolation. Twitter was the most popular social media platform used. Differences emerged based on position, years of experience, and age. Recommendations include examining successful support programs, exploring correlations with improved practice and student learning, and allowing educators input and credit for informal learning.
The way in which we learn is changing. An interesting report [Back in 2009] by Project Tomorrow and Blackboard K-12.identifies key findings from interviews with innovative educators who are leveraging mobile devices for learning. Their stories illustrate emerging trends, implementation considerations and strategies for implementing mobile learning initiatives.
Symp.improving first yearretentionthroughsocialnetworkingMichaelWeston
This document summarizes a presentation about Purdue University Calumet's program to improve first-year student retention through the use of social networking and learning communities. The program placed new students into physical and virtual learning communities with block schedules of common courses. It utilized the university portal and Facebook groups for student and faculty communication. An evaluation found that students were more engaged when instructors actively used the Facebook groups, and preliminary findings suggest the program improved student satisfaction and connections.
This document summarizes a study on how first year students at Amsterdam University of Applied Sciences use Facebook. Previous research identified four major Facebook activities: information sharing, sharing for educational purposes, social purposes, and leisure. The study surveyed 618 first year students about their Facebook activities and background characteristics. The survey results were analyzed using statistical software to determine if certain Facebook activities correlated with student characteristics like gender, age, or socioeconomic status. Understanding how students use Facebook could provide insights into its relationship with student success in higher education.
This document discusses considerations for educators regarding the use of social media in higher education. It covers key topics such as ownership and intellectual property when academic content is shared publicly online. Privacy and student data protection according to FERPA laws is another important issue explored. The stability and longevity of social media platforms hosted by private companies is also a concern discussed in the document. Overall, the white paper aims to provide guidance to educators on important legal and practical implications of incorporating social media tools into their teaching.
Social Networking behind student lines with MixiSteve McCarty
Presentation at Wireless Ready 2008 at NUCB graduate school in Nagoya, Japan, by Professor Steve McCarty. Social networking with students provided a supplementary online dimension beyond a class or even graduation. This presentation describes the SNS and the socioculture behind the technology.
Social Media Based Courseware for ASEAN Open Education: Opportunity and New C...Jintavee Khlaisang
Khlaisang, J. (2013). Social Media Based Courseware for ASEAN Open Education: Opportunity and New Challenge. The Asia Regional OpenCourseWare and Open Education Conference 2012, organized by Japan Opencourseware Consortium and Office of the Higher Education Commission, Thailand, January 21-22, 2013.
This survey analyzed the usage of information and communication technologies (ICT) among different groups at Angola High Polytechnic School. 441 participants including teachers, administrative staff, and students completed a questionnaire. The most commonly used devices for internet access were mobile phones, laptops, and tablets. The widest used ICT tools were social networks like Facebook and file sharing tools. Among teachers, social networks, file sharing tools, and wikis were most familiar. Students were most familiar with social networks, file sharing tools, wikis, and learning management systems like Moodle. The survey provided insight into the adoption of various ICT tools to support teaching and learning at this institution.
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
Should Gorden Secondary School use Facebook in the classroom?Betty Wakia (白丽)
The document discusses a study conducted at Gorden Secondary School in Papua New Guinea to determine if students and teachers want to integrate Facebook into classroom learning and teaching. Surveys were distributed to 324 students and 15 teachers. The results showed that Facebook was the most popular and frequently used social media platform. Most students spent 30-60 minutes per day on social media to keep in touch with friends and family or find news updates. While Google was more commonly used for assignments, some students utilized Facebook and other sites for research. Overall, the findings suggested that integrating Facebook and other social media could provide educational benefits if used appropriately in the classroom.
Newsletter Academic Spotlight Technology and Teaching Intersect 2016 MarchTerry Vahey
1) The newsletter discusses how technology is being used at SJSU to support student success through predictive analytics, new teaching methods using technology, and connecting students and faculty to remote partners.
2) An example is provided of an international project between SJSU and Vietnamese universities to strengthen social work education in Vietnam using technologies like WebEx and Google Sites to connect participants across distances.
3) The newsletter also describes how two SJSU professors received grants to redesign key courses using new technologies to increase student engagement like interactive polling software and modular online content.
Educators increasingly use social media for informal professional learning. A study examined why educators participate in online professional networks and how their participation differs based on role, experience, and age. Key findings include: Educators are motivated by community, convenience, and improving practice. Younger classroom teachers found traditional PD less helpful than administrators. Participation decreased with age while value of PD increased. Recommendations support validating informal learning, differentiated self-directed PD, and encouraging PLNs to reduce isolation and increase integration.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
2011 eukids on llne 2 full paper proetoimassia gia ekdossiElsa Deliyanni
This document discusses applying new media tools like blogs and social media in primary school classrooms. It summarizes a case study of a school blog run collaboratively by a teacher, students, and parents over two years. Surveys of parents and focus groups with students found that the blog had positive impacts. It engaged students and parents in media literacy activities and diffusion of alternative media patterns. However, teachers need proper training to effectively integrate new media into teaching and develop students' digital literacy skills. The emergence of Web 2.0 requires new approaches to learning that are collaborative, learner-centered, and personalized.
Learning in the 21st century a national report of online learningtspicuzza
This document provides a summary of a national report on online learning in K-12 education. Some key findings include:
- 1 in 5 students have taken an online course, and 1 in 3 selected online classes as part of their ideal school.
- Students are interested in online learning to fit classes into their schedules, take advanced courses, and work at their own pace.
- Both parents and teachers see the value of online courses for credit recovery and accommodating student needs.
- Six school district case studies showed a variety of online learning models being used, from fully online courses to supplemental online content.
In the modern society and the information era, information-based teaching ability is a must for primary school English teachers. Thanks to the wide use of information technology in schools, the education system has witnessed big changes in the past few years, which poses new challenges to primary school English teachers. But in western rural areas in China, most primary school English teachers are poorly-trained in terms of information-based teaching. The study takes rural primary school English teachers in Leshan City, Sichuan, China as the research object, taking advantage of approaches like questionnaire survey and interviews, etc. Based on the analysis of the status quo and the influence factors of information-based teaching ability of rural primary school English teachers, the study aims to put forward strategies in order to improve the development of information-based teaching ability of the rural primary school English teachers.
The document discusses using social networking like Facebook to support collaborative learning. It provides background on social networking and collaborative learning. The purpose of the study is to examine how Facebook's features can enhance student engagement in collaborative learning activities. The research will identify which Facebook features students prefer for collaborative learning and what factors influence student engagement in conducting collaborative learning on Facebook.
Using a VLE to Enhance Assessment for Learning Mathematics in School ScectorIJMIT JOURNAL
This paper investigates the use of VLE in enhancing or supporting assessment for learning mathematics by the KS4 students with special education needs in the London borough secondary school. The main challenge in teaching and learning of mathematics is to provide the special education needs students with extensive support structure that is associated with their subject area. As part of continuous teaching and learning, many schools in the UK have embraced Assessment for learning as an effective and efficient way of providing students, their teachers and their home schools with feedback and feed forward. A virtual learning environment (VLE), which is an electronic system, provides online interaction of various kinds that can take place between learners and tutors, including online learning and assessment [1]. A VLE as a platform for teaching and learning supports assessment for learning (AfL), encourages personalised and collaborative learning, enabling students to carry out peer and self assessment of mathematics course within a unified supportive environment online. Evidence from literature suggests that VLE supports out of school hours of learning, and that the special education needs learners who do not respond well to the formal structure of learning within the school system take an active part in learning in informal settings. The finding presents key issues related to mathematics teaching and assessment for learning using a VLE, based on the perspectives of the special education needs (SENs) students in the school sector. The students who received in-class feedback and feed-forward during mathematics lesson, and through the VLE (Fronter) platform, moved their learning forward and much quicker when compared with students who only received feedback in class. Correspondingly, the instant feedback provided by a VLE after the Observation stage was greatly valued by the SENs students who used this period to take greater responsibility for personal learning. In general, the finding suggests that a VLE effectively enhances assessment for Learning by offering instant feedback and feed-forward to the SENs students who, now began to take responsibility for their own learning, and have also been motivated to correct their work. Furthermore, evidence of teacher – student interactivity which facilitates greater understanding of mathematical concepts is highlighted by the study.
Effects of web based learning tools on student achievementann-crosby
This study examined the effects of co-teaching using web-based learning tools on teacher perceptions of technology use and student writing skills. A technology teacher and language arts teacher co-planned, co-taught, and co-assessed lessons utilizing online tools like wikis and videos in a 6th grade class. Survey and interview results found the language arts teacher's perceptions of technology became more positive. Student writing and marking period grades improved compared to a control group, though author's purpose test scores did not differ significantly between groups. The study recommends continued co-teaching and use of web-based tools to support student learning and increase technology integration.
Presentazione del libro "I social network nell'educazione" di Maria Ranieri e Stefania Manca (Erickson, 2013) - Webinar su Insegnalo.it, 2 Dicembre 2013
This workshop will give you an opportunity to create and build your own Facebook page with hands-on help from the instructor. We’ll also talk about best practices for design, apps, promotions, and effective status updates.
Social Network Site Use by Persons with Disabilities: Results from an Italian...Stefania Manca
This study investigated how disabled people in Italy use social network sites. A survey found that Facebook was the most popular and frequently used site. Respondents reported using social media daily to keep in touch with friends, both disabled and non-disabled. They engaged more with non-disabled contacts, but social media also allowed them to learn about disability events. Major barriers to social media use included accessibility issues and problems navigating sites or viewing full content. The study provided initial insights into how disabled Italians utilize social networks, but had limitations due to its recruitment methods.
The Romanian education system is underperforming and underfunded compared to other EU countries. Teacher salaries are low, many teachers fail certification exams each year, and student motivation and performance on tests like PISA are among the lowest in the EU. Google aims to help address these challenges by building a foundation of technology access and empowering communities to make learning more engaging and help students develop skills for future success. Its initiatives include providing schools with Google Apps, training teachers, and supporting programs in computing and coding.
1) The document discusses using Web 2.0 technologies like Facebook in the classroom to engage students. It argues these technologies can create a powerful learning environment by merging creative, collaborative, and social capabilities.
2) Some benefits mentioned are allowing students to communicate and learn in ways they are already familiar with, promoting collaboration, and enabling blended learning. However, concerns about privacy and professionalism are also raised.
3) The document provides examples of how Facebook could be used as a learning management system, including for sharing content, hosting discussions, and collaborating. It emphasizes the need for instructors to approach social media use responsibly and supplement it with good teaching.
Lenandlar Singh presented on using Facebook groups in undergraduate education at the University of Guyana. The university recently developed a Moodle platform and lecturers are exploring various tools, with Facebook being the most popular. Singh discussed related work showing both benefits and challenges of using Facebook for education. He outlined how Facebook groups are designed at the university to share files, discuss course materials, and communicate between students and lecturers. While not a replacement for an LMS, Facebook groups provide affordances like a central space for contact and modeling social learning.
How I Use Google Technology to Enhance Travel ExperienceJustin Lee
Google DevFest 2010 Taipei: Local Demos #2
Justin Lee (李易修) speaked about his experience writing Google Maps Mashup and Chrome Extensions (including PlaceClipr, PrintMyMap, Fourlickr).
Perspectives on Cloud COmputing - GoogleACMBangalore
The document discusses the evolution of computing from mainframes to personal computers to cloud computing. It argues that cloud computing will become more accessible by making clients (browsers, smartphones) more powerful and ensuring ubiquitous connectivity. The cloud's openness, accessibility and low costs have the potential to democratize information and tools for developing large-scale applications in India.
Blu-ray Disc (also known as BD or Blu-Ray) is an optical disc storage,designed to Upgrade the contemporaystandard DVD format. It is a High Definitjion Audio- Video Device.
Cloud Computing Principles and Paradigms: 4 the enterprise cloud computing pa...Majid Hajibaba
This document discusses the enterprise cloud computing paradigm. It covers cloud computing principles like on-demand self-service, broad network access, resource pooling, and rapid elasticity. It also discusses cloud deployment models including public clouds, private clouds, virtual private clouds, community clouds, managed clouds, and hybrid clouds. Finally, it discusses issues for enterprise applications in the cloud, transition challenges, and the evolution of enterprise cloud technology and markets.
cloud computing, Principle and Paradigms: 1 introdutionMajid Hajibaba
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Facebook in education and teacher training
1. Facebook in education
and teacher training
Stefania Manca
Institute of Educational Technology
National Research Council of Italy
Genova, Italy
stefania.manca@itd.cnr.it
Levinsky College of Education, 3rd May 2015
3. Institute of Educational Technology
National Research Council of Italy
ITD-CNR is the only public scientific institute in Italy entirely devoted to
studying how ICT-based tools and methods can innovate learning and
teaching processes.
The mission of ITD is to perform research studies and technology transfer
activities focusing on:
ICT as a resource for teaching/learning processes;
innovative approaches to the design, management and assessment of
learning environments;
study of new educational needs and opportunities brought about by ICT.
4. Research lines at ITD-CNR
Innovation in disciplinary learning: development of environments and methods for innovative
education in STEM and in the humanities (e.g. virtual and remote laboratories in science,
representation and manipulation environments in mathematics; language learning; cultural
heritage education).
E-inclusion: research addressing ICT-based inclusion for people with Special Education Needs: e.g.
disabled, immigrants, people with learning difficulties or who are unable to participate in regular
schooling.
Innovation in professional training: investigation of work-based learning. Areas of special interest
include teacher training (pre/in- service), learning design and Open Educational Resources,
entrepreneurship education, training in specific contexts such as medicine and digital scholarship.
New skills for the knowledge society: study of learning environments that foster the acquisition
of key transversal skills such as information problem solving, computational thinking skills,
communication skills, self-regulated learning skills.
Formal, informal and non-formal learning: investigation of the emergence of educational
opportunities offered by social media, cloud computing, mobile systems, tangibles, etc.,
innovative learning modalities sustained by game based learning, mobile learning, online
learning, inquiry based learning, etc., in different educational contexts of application, both formal
and non/in-formal.
5. Topics of this presentation
1. Potentials and critical issues of Facebook as a
technology-enhanced learning environment in
education and in teacher training
2. The role of Facebook for teachers’ professional
development through the analysis of five Italian FB
groups of teachers
3. Social network sites for people with disabilities
(research study in progress)
6. Facebook as a technology-
enhanced learning
environment in education
and in teacher training
7. Preliminary remarks
In the last 7-8 years, thousands of papers have appeared in specialized
journals and have been presented in thematic conferences in the field of
education, with contrasting results in terms of the educational value of
Facebook.
The focus has mainly been on students and teachers’ usage of social
networking sites with a special emphasis on teacher/instructor presence
and self-disclosure, students’ attitudes, impact on academic performance,
appropriate professional behavior, or as a tool of professional
development in lifelong learning.
However, though the literature suggests that SNS are mainly used in
education as tools supporting existing social relationships and enabling
the maintenance of social capital, their value as a learning environment is
still questioned.
8. Contrasting views
1. On the one hand, several scholars have cautioned against
using Facebook for educational purposes: the focus
should move away from its educational uses and consider
Facebook as an only place for socialization.
2. On the other hand, other scholars have emphasized the
potential of social networking sites for learning: they
would support ‘the process of building networks of
information, contacts and resources that are applied to
real problems’.
9. Social network sites and formal
learning: a challenge
The potentials offered by social network sites such as
Facebook to school and formal learning represent also their
major threats and challenges, since they contribute to
blending
The space and time for leasure, spare time and socialization
with
The space and time for schooling, studying and school-
related issues
10. A few issues to be considered
There is an increasing amount of experience
whereby Facebook has been used as a unique, or
at least as one, learning management system
(LMS) tool, or as a platform for instructional
purposes.
There is a need for a better understanding of
whether and eventually how to use Facebook in
formal learning.
11. A critical review of the literature
A critical review of the literature on Facebook as a technology-
enhanced learning environment was carried out in 2012, with the
aim of exploring the extent to which its pedagogical potential is
actually translated into practice.
Only empirical studies published in peer-reviewed academic
journals with a specific focus on Facebook as a learning
environment were considered for the review.
We conducted a comprehensive literature search that identified 23
relevant articles that were subsequently analysed according to a
simplified list of guidelines. These articles were further analysed
and recoded through a set of emerging categories.
12. Summary of results
The results show that pedagogical affordances of
Facebook have only been partially implemented.
There are still many obstacles that may prevent a
full adoption of Facebook as a learning
environment such as: declared and implicit
institutional policies, teacher and student
pedagogies, and cultural issues.
13. Mixing information and learning
resources
Facebook was mainly used as a Learning Management System, relying on the familiarity
of students with SNS. When used as and/or when compared with a virtual learning
environment, Facebook seems to be conceived and designed as a ‘fenced’ space to
deliver content and support interactions rather than to combine different and
heterogeneous sources of instructional materials. As a consequence, this affordance of
blending filtered and non-filtered contents seems to be very often underestimated.
However, in some experiences the information delivered in the course was not limited
to predefined contents but open to diverse sources exposing learners to a variety of
inputs. In this case, the authors seem to emphasize the need for a new role of the teacher
as ‘information moderator’ with an obvious impact on designing and delivering.
In other terms, in so far as the exposure to many and different types of information can
enrich the learning experience but also cause an increase of cognitive load, the role of
teachers should be reshaped in terms of facilitators able to guide students to navigate in
the oceanic world of digital information.
14. Hybridization of expertise
There is an awareness that an open environment such as Facebook allows access
to a plethora of resources usually inaccessible in closed learning systems.
However, most of the learning experiences reported try to reproduce existing
educational settings through the adoption of the metaphor of the classroom or
lecture hall, with special attention to issues of privacy and protection of
students’ identity.
The choice of consolidated pedagogies that derive from an established tradition
of online and distance education that heavily relies on LMS and other virtual
learning environments (VLEs) also affects many of the educational practices that
are occurring on SNS. The bottom-up networked dynamics of social networks
can conflict with the hierarchical top-down organization of academic
institutions. This heritage affects instructional choices such as orienting towards
a closed group in which each participant has a clearly defined role and a certain
kind of expectations.
15. Widening context of learning
Although some authors emphasize that teachers have to change their way of
teaching to accommodate their students’ social and digital practices, a number
of cases pointed out that although students tend to post more on Facebook
groups than in LMS environments, the majority of posts are usually related to
affective communication rather than to topics relating to the themes of the
course. Although appreciating the learning experience that occurred in the
Facebook environment, many students still resist its full usage as a formal tool
of learning, at least when it is the only tool provided.
In a way, it seems that most students have a rather traditional vision of
schooling. Their implicit pedagogies still make precise distinctions between
spaces and time of learning and spaces and time for socialization and
entertainment. These traditional visions of schooling and formal education tend
to separate ‘life’ from ‘studying’ and ‘home’ from ‘lectures’, and students’ use of
Facebook consequently ‘appeared to be (un)consciously replicating and
reinforcing roles developed in their previous phases” of their education.
17. Potentials and affordances:
technological
Simplicity and speed of use of native tools. The basic
functions of Facebook (wall, discussion boards, photos,
etc.) are easy to use, accessible and intuitive. In addition,
they allow users to quickly share information, create and
manage work groups, etc.
A high degree of external connectivity. The enormous
expansion of Facebook has forced many external services
to adapt to the new social philosophy of the Web 2.0
environment.
18. Potentials and affordances:
pedagogical
Socialization, communication and community building. FB supports socialization among students
promoting mutual help and facilitating communication and discussion. This reinforces
interpersonal relationships and fosters community building, supports students’ interaction and
engagement.
Sharing of resources and genuine materials. FB enhances the opportunity of sharing resources,
lectures and study notes. It also allows significant content to be presented by means of genuine
materials.
Social learning and collaborative activities. FB provides opportunities to develop social learning
and carrying out collaborative activities and project based learning. Despite some limitations due
technical aspects, its external connectivity and capacity to support open projects help manage
and develop collaborative learning projects.
Mixing formal and informal contexts of learning. The inherently informal nature of FB may open
the doors to the hybridization of contexts of learning with implications for the types of contents
that are shared in it and the roles played by people as well. Students may have the opportunity to
be exposed to authentic contents and real experts, and mix rather than separate life and learning,
personal interests and educational goals.
19. Critical issues: technological
Digital divide and incomplete adoption rate. Although on a global
level the technical access to the Internet has been increasingly
improved, there are still people who cannot access digital
technologies and social media. As a consequence there could be a
sort of digital divide between students who have access to
Facebook and students who do not. Moreover, despite Facebook is
highly spread among college students, there are individuals who
have not a profile in this social network site for different reasons
such as lack of interest or of skills, they are too busy or simply do
not like it.
Lack of functionalities. The way and the speed in which posts
quickly appear and disappears on the wall together with the lack of
a system for tagging, filtering, searching and organizing information
make difficult to store information and manage the task of
generating, classifying, saving and retrieving knowledge.
20. Critical issues: management
Time constraints & Faculty/School workloads. Taking
care of a relationship and social connections is a time-
consuming activity that requires regular feedback,
attention and commitment. To be active in a social
network site users must engage with these behaviors and
attitudes. When moving to the educational context, being
an active and attentive teacher in Facebook may result in
a growth of the workloads which conflicts with time
constrains.
21. Critical issues: insitutional
Erosion of professional identities. Since SNS enable users to share personal
information, thoughts, and behaviors, some scholars caution against the risks of
accidentally sharing information to an unintended audience with negative implications
for the teacher/student relationship. This can happen from student’s and teacher’s
sides.
To be or not to be a Facebook friend. Some scholars pointed out that being ‘friend’ in
Facebook has a different connotation from being friend in the real life. Nevertheless,
the word ‘friend’ evokes an imaginary that is not appropriate for most student–
teacher relationships.
Facebooking as a voluntary activity? Being an informal environment where people
connect to each other for personal interests and affinities, it is pointed out that even
in the cases in which FB is proposed as a learning environment, the participation in it
must be kept voluntary. Teachers and educators cannot impose as compulsory the
registration to the social network and they must be able to manage the possible
consequences of this voluntary participation.
22. Critical issues: pedagogical
Disruptive power of social network sites. Teachers often complain that social
networks divert students’ attention from classroom participation and ultimately
are disruptive to the learning process. It is also underlined that an intensive use
of Facebook may have a negative impact on students’ academic performance.
Losing the warmth of ‘real’ contacts. There are also concerns relating to the fact
that social networks may discourage face-to-face communication: if, on one
hand, online interactions may create a safe space for students who are not at
ease with expressing themselves, on the other hand, students are missing the
opportunity to learning real-life social skills.
Assessment strategies. The informal nature of FB as a learning environment may
generate misunderstandings about whether students’ performances in FB are
assessed or not. There is a need for a clear policy making students know if
Facebook is used only as a repository for shared works, or if their participation in
the group’s activities is also part of the set of assessment criteria.
23. Critical issues: ethical
Privacy and cyber security. As well known, the Facebook
personal profile includes a huge amount of identifiable
information and it is believed that it can open the door to
sexual predators, cyber bullying and cyber stalking.
24. A few suggestions: technological issues
Ensure that all the students have an Internet access and
verify whether they are registered to Facebook or not.
Promote the development of teachers and students’
basic technical and social skills in order to participate
effectively.
25. A few suggestions: management issues
Support faculty members in the use of social media, both
in terms of technological issues and of pedagogical design
through best practices and training.
Use Facebook as an optional tool inside and outside
classes. Provide students with alternative assignments if
they choose not to participate. However, if Facebook is an
essential component of the learning provision discuss
with students your pedagogical choice.
26. A few suggestions: institutional issues
Implement institutional policies on the use of social
networks in the educational environment in light of
security/privacy issues, as well as faculty and student
support.
Do not underestimate the importance of developing a
clear and negotiated view about the student-teacher
relationships. Discuss with colleagues and students about
roles and cultural norms, to reach a common
understanding on how to manage personal and
institutional life, informal and formal spaces of learning.
27. A few suggestions: pedagogical issues
Use Facebook as a tool to support and facilitate informal
discussions and collaborations with clear educational goals.
Foster the development of self-regulation and
metacognitive skills to manage potential distraction.
Evaluate students’ reflections on their learning through
social networking sites in the form of formative
assessment, through strategies such as rubrics, portfolio,
and reflections.
Be aware of implicit pedagogies that inform the way in
which learning activities and roles are conceived.
28. A few suggestions: ethical issues
Develop students’ awareness about the security
and privacy issues of posting personal information
online fostering the acquisition of “social
networking skills”.
29. In progress
Is Facebook still a suitable technology-enhanced
learning environment? An updated critical review of
the literature from 2012 to 2015
31. Social networking sites and
professional development
Social media and social networking sites are progressively
gaining attention also in relation to professional development
and life-long learning for school and academic teachers and
staff.
Social networking is indeed a fundamental aspect in
developing a strong professional identity and furthering
professional development.
These sites are emerging as places in which to cultivate
different forms of social capital, bridging and bonding, that
facilitate coordination and cooperation for mutual benefit, as
well as exchange of resources, personal and professional
relationships and implications for psychological well-being.
33. Social Capital and SNS
Bridging social capital = loose connections between individuals based
on the exchange of useful information or new idea but no or weak
emotional support
Bonding social capital = benefits that individuals may derive from
emotionally close relationships, such as family and close friends,
which might include emotional support or other type of assistance
Although research suggests that the practice of using Facebook to
maintain existing social relationships is more common than that of using
it to create new connections with strangers, there is also some evidence
that ‘users may use the site to convert latent into weak ties’.
34. Networks of practices and SNS
They imply a set of individuals who are connected through social
relationships, whether they be strong or weak
What distinguishes a network of practice from other networks:
individuals interact through information exchange in order to
perform their work, asking for and sharing knowledge with each
other.
In electronic networks of practice, individuals may never get to
know one another or meet face-to-face, and they generally
coordinate through means such as blogs, electronic mailing lists, or
social media sites.
35. Preliminary remarks
It seems that something like a transition from a pure form
of recreational Facebooking to a new form of professional
Facebooking is taking shape on the web, demanding a
renewed attention to the social processes occurring in
these places.
To date little empirical research on the professional use of
Social Network Sites (SNS) has been conducted,
particularly with reference to groups of teachers on
Facebook.
36. The study
In 2011-2012 an extensive survey on teachers’ groups in Facebook was
conducted to investigate professional uses of informal social networks.
A questionnaire was addressed to the members of five Facebook
groups (n=1107) with the aim of verifying a series of research
hypotheses focused on the relationship between types groups and
social exchanges, on the one hand, and types, groups and professional
implications, on the other.
The study identified two typologies of groups, generic or thematic.
The main goal of the generic group was the sharing of experiences
related to schools in general, while the main purpose of the thematic
group was focusing on a very distinctive discussion theme (e.g.
dyslexia and other specific learning disabilities).
38. Results
• Data seem to suggest that a difference exists between the two groups in
terms of types of shared social capital. Generic groups seem to be mainly
characterized by bridging social capital, whereas thematic groups by
bonding social capital
• In generic groups SNS seems to play the role of an infrastructure enabling
the activation of ‘latent ties’. In thematic groups SNS plays the role of
supporting the maintenance of social capital and of existing ties
• In thematic groups the direction of the movement between online/offline
activities would be from offline to online, whereas in generic groups the
direction is reversed, from online to offline
• Groups in social networks may be meant as sub-networks delimited by
virtual boundaries
39. Advantages and drawbacks
Advantages Drawbacks
• Construction and negotiation of
professional identity
• Sharing of educational practices
and experiences, debate on methods
and implicit pedagogies
• Continuous mentoring for pre-
service and novice teachers
• Emotional and socio-relational
support in professional life
• Blending of virtual and real as a
means through which to promote
new collaborative projects
• Blurring of personal and
professional identities and
difficulties related to their
management
• Possible control of contents by
administrative staff
• Digital divide related to the
adoption of social networking sites
for personal use
• Low digital literacy skills
41. An online survey about how persons
with disabilities use social network sites
We started from the following study:
Shpigelman*, C.-N., & Gill**, C. J. (2014). Facebook Use by Persons with Disabilities.
Journal of Computer-Mediated Communication, 19, 610–624.
*Department of Community Mental Health, Faculty of Social Welfare and Health Sciences, University of
Haifa, Mount Carmel, Haifa, Israel
**Department of Disability and Human Development, University of Illinois at Chicago, Chicago, USA
42. Aims and procedure
To explore the potentials and the critical issues related to the use of SNS by people
with disabilities (physical, cognitive, sensorial, etc.)
To analyse if people with disabilities use social network sites differently when
relating to their nondisabled friends and groups compared to their disabled friends
and groups
To investigate issues of digital divide and of accessibility
To investigate eventual cultural and technological obstacles that may prevent use of
SNS
The survey is addressed to people with disabilities that use SNS being at least 13
years old and that self-identify as disabled people
The administration of the online survey (implemented through SurveyGizmo) is still
in progress
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