This document summarizes a workshop on using social media for educational purposes. It discusses teachers' varying experiences with and attitudes towards social media, from enthusiasts to conscious luddites. While some teachers find benefits to using tools like Twitter in the classroom, others have concerns about issues like online bullying. The document also examines students' social media use and outlines approaches like flipped classrooms and lesson study that could help teachers explore social media's potential in a collaborative way while addressing risks.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
From editor, Richard Byrne:
There are teachers around the world who
want to use technology in their classrooms,
but they’re just not sure where to start.
That’s why eleven prominent bloggers,
teachers, and school administrators got
together to create this free ebook.
Contents:
Introduction: pages 2-3
An Administrator's View: pages 4-7
Elementary School: pages 8-25
Middle School: pages 26-35
High School: pages 36-42
ESL/ELL: pages 43-46
Teaching Online: pages 47-50
Connect Via Skype: pages 51-61
Elementary School Blogging: pages 62-65
Alternative Ed Tech: pages 66-68
Social Media for Educators: pages 69-71
Contributors:
Steven Anderson
Adam Bellow
Richard Byrne
George Couros
Larry Ferlazzo
Lee Kolbert
Patrick Larkin
Cory Plough
Beth Still
Kelly Tenkely
Silvia Rosenthal Tolisano
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
From editor, Richard Byrne:
There are teachers around the world who
want to use technology in their classrooms,
but they’re just not sure where to start.
That’s why eleven prominent bloggers,
teachers, and school administrators got
together to create this free ebook.
Contents:
Introduction: pages 2-3
An Administrator's View: pages 4-7
Elementary School: pages 8-25
Middle School: pages 26-35
High School: pages 36-42
ESL/ELL: pages 43-46
Teaching Online: pages 47-50
Connect Via Skype: pages 51-61
Elementary School Blogging: pages 62-65
Alternative Ed Tech: pages 66-68
Social Media for Educators: pages 69-71
Contributors:
Steven Anderson
Adam Bellow
Richard Byrne
George Couros
Larry Ferlazzo
Lee Kolbert
Patrick Larkin
Cory Plough
Beth Still
Kelly Tenkely
Silvia Rosenthal Tolisano
Article review of Grassroots Professional Development: How Teachers Use Twitter, by Andrea Forte, Melissa Humphreys, Thomas Park. The Article was retrieved from: http://www.aaai.org/ocs/index.php/ICWSM/ICWSM12/paper/viewFile/4585/4973 .
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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The challenges and possibilities of using social media for educational purposes
1. The challenges and possibilities of using
social media for educational purposes:
Workshop presented at the Inspiring
Leaders conference, NCTL Training Centre,
Nottingham, 16 October 2014
Dr Alison Fox, School of Education
Terese Bird, Leicester Learning Institute
www.le.ac.uk
www.inspiringleaderstoday.com
2. #
• The hashtag has been reinvented with new
meaning. No longer most popular as an
abbreviation for pounds in the USA, nor even as
the way to end data entry when telephone
banking, the hashtag is associated with becoming
connected through social media.
• But, what does it mean to be connected? Who are
we connecting with? How do we decide who to
connect with? Do we know who we are connecting
with? On what basis are we making these
connections? What do we hope to gain from the
connections? What do we offer to these
connections?
• The hashtag will feature soon in the University of
Leicester’s Social Worlds in 100 objects
http://www2.le.ac.uk/projects/social-worlds/
home
3. What do we need to know about SM as
school leaders?
Where are we now?
• What do our teachers think about becoming
connected through SM?
• What experience do our teachers have of using SM?
• How prepared are our teachers to use SM for
educational purposes?
• What are our pupils’ experiences and attitudes to
SM?
4. What do we need to know about SM as
school leaders?
Where could we be?
• What benefits are there to be had from becoming
connected through SM?
– For our pupils
– For our staff
• What concerns are there about becoming connected
through SM?
• What are ways forward to overcome these concerns
and maximise the benefits?
5. What do we know about teachers’ use of
social media?
Image courtesy of Kathleen Donovan on Flickr
6. How confident are teachers in using ICT?
The Digilit Leicester project collected data from 701
teachers and support staff from Leicester’s 23 Building
Schools for the Future programme schools
Data available from: http://www.digilitleic.com/wp-content/
uploads/2014/08/140812_Leicester-Gov_Final-web.jpg
7. In terms of digital
literacy teachers
reported being
pioneers in terms of e-safety
and online
identity but with lower
levels of confidence in
using digital
technologies for: a)
communication,
collaboration and
participation and b)
technology supported
professional
development
8. Teachers’ use (and not use) and attitude
to social media – TUSM - project
Of 212 teachers completing an online questionnaire
nationally, if both levels of engagement with and
attitudes towards social media considered = 5 groups:
1. SM ‘enthusiasts' (3% of the
sample);
2. More 'cautious
users/engagers' (35%);
3. SM ‘sceptics‘
4. SM ‘impartials’ (3 & 4
together 32%);
5. SM 'conscious luddites' (30%)
56% self-identified as
enthusiasts
22 % ‘sceptics‘
15% ‘agnostics’
8% 'conscious luddites'
9. Teachers’ digital literacy – high!
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
SM enthusiasts SM engagers SM impartials SM sceptics Conscious
luddites
10. Teachers’ attitudes to and use of SM with
students
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
SM
enthusiasts
SM
engagers
SM
impartials
SM
sceptics
Conscious
luddites
Students, SM and online
safety (inverse scale)
SM use for students’ skills
11. Teachers’ attitudes to the potential for
use of SM with students
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Potential advantages of SM
for students (SKILLS
DEVELOPMENT)
Potential advantage of SM
for students (TO
FACILITATE LEARNING)
12. Beneficial use of SM with students
“I use it in my teaching, not loads but quite a bit, the
thing I love about Twitter is because it gives me sound-bites…
what I love about Twitter is it will say something
that’s just happened….and then you can click onto the
link and then read the whole article and quite often it
will be relevant to what I’m teaching”
(SM engager ‘cautious user’ W, female secondary
school teacher talking about teaching with 16-18 year
olds).
13. Beneficial use of SM with students
“We all have iPads in the classroom so, they are logged in on the
generic, sort of, class account and they can just post like an app…
one of the school leaders and reception leaders has set up their
quadblog with three other reception teachers and it is really,
really taking off. They’ve really, in fact they met up in person
even though one of them was Australian…. it really has been
very, very strong, quite a strong influence on her as well I think
…so that’s been quite interesting to see that change.”
(SM ‘enthusiast’ J, female primary school teacher
talking about blogging).
14. Cautious advocation of SM use with
students
“My viewpoint is that this is the kind of thing our
children are going to be accessing. They access it now,
they want to access it…So you can either fight it or you
can go with it. And I think if you go with it, you’ve got
to then think…what's the best way for us to deliver that
for our children to get the best out of it?”
(enthusiast R, female primary school teacher working
with 7-11 year olds)
15. Concerns about SM use with students
“The amount of bullying and whatever that goes on
through social media: Having a row face-to-face in the
playground and then it all goes onto Facebook and
whatever, and parents expecting us to unravel that”
(conscious luddite B, male secondary school teacher).
16. Open to being convinced about the
potential use of SM with students
“I might be missing a trick there, I have been thinking I
could have sent this or that to my students. So I am
sceptic I guess, I remain to be convinced…If someone
actually showed me what I could do with it, I might
have a try I think”
(sceptic J, female secondary school teacher, working
with 11-18 year old children)
17. What do students think?
Students talking about being introduced to learning
through Twitter – in A level Government & Politics,
Economics and Maths
https://www.youtube.com/watch?v=TQaksxpvDXQ
18. Children’s use. Let’s debate….!
Look at the data collected by edudemic.com
from 2012 and 2013…
http://edudemic.com/wp-content/uploads/2012/11/social-media-teachers.jpg
http://www.edudemic.com/wp-content/uploads/2013/08/socialmediatips.jpg
19. An example of a way forward – changing
teacher and student roles
• Encouraging and supporting students to learn out of
the classroom
• Encouraging students to learn through making new
connections
• Building on what they have found in the classroom
FLIPPED CLASSROOMS
• Joint practice development to share experiences of
SM and identify practical ways forward (exploring
the potential and addressing concerns)
LESSON STUDY
21. An approach to ‘flipping’: Using Blooms’
taxonomy
Image by Xristina La on Wikipedia CC-BY-SA
IN CLASS
AT HOME
22. Twitter for flipped classrooms
http://novemberlearning.com/blog/2012/07/03/connecti
ng-students-to-geometry-through-twitter/
23. What is lesson study?
1. Teachers meet to identify focus for the study
2. Teachers read, experiment and discuss informally
3. Triad of teachers co-plan lesson,
4. One teacher teachers and the other two teachers
collect evidence (observe and interview students
post-lesson),
5. Triad of teachers co-evaluate lesson,
6. Repeat 3-5 twice with different colleagues teaching,
7. Teachers share their findings more widely
24. Lesson study in the UK
• The National Strategies, particularly the Primary Strategy led
by Pete Dudley (2006-11) http://lessonstudy.co.uk/
• Current national funded projects
– National College (NCTL) funded CPD and Pedagogy project
– CUREE/NCTL funded project Closing the gap project
• School-University partnership activity
– Initial Teacher Education partnerships
– University of Leicester Lesson Study Research Group
http://leicls.weebly.com/
– Masters study
– Annual East Midlands Lesson Study Conference (Affinity,
LETs, Brooke Weston TSAs with University of Leicester)
25. Developing Teachers’ Use of Twitter (DTT)
project: Wyggeston and Queen Elizabeth I
College with University of Leicester
Some teachers’ already use Twitter in their teaching
and some don’t. School leaders’ raised the questions:
• Is it a worthwhile teaching and learning tool to use in
other subjects’ and therefore colleagues’ practice?
• What are the pros and cons of introducing
it/developing it?
These issues were explored through joint practice
development using an approach called lesson study
26. Teachers’ experiences of the DTTP
Teachers teaching Government & Politics, Economics
and Mathematics A levels (3 min)
https://www.youtube.com/watch?v=TQaksxpvDXQ
27. E-safety: Protecting children
• New sites, tablets and
phones present new
freedoms and new
responsibilities
• Preparation for adulthood
requires discussions about
appropriate use
• Schools’ and parents role in
anti-cyber-bullying, including
student mentors
• Teachers report confidence
in e-safety (Digilit/TUSM)
• Next task to encourage
effective use
http://vle.latrust.org.uk/mod/forum/discuss.
php?d=80
28. New e-safety issue: Peer pressure
• ‘Think you know’ campaign (Child
Exploitation and Online Protection)
First2amillion
https://www.youtube.com/watch?v=214IkmVpa1E
• Selfie addiction and self-esteem issues (e.g.
Instagram)
29. Options:
• What is the potential for social media to be
used for educational purposes…
– By teachers for their learning?
– By students for their learning?
• What are the challenges and barriers to using
social media for educational purposes?
• How do we explore the way forward?
30. Intergenerational debate at the National Space
Centre (4th November)
Social Media in Lifelong Education: The debate
#SMILE 2014
www.le.ac.uk/smile2014
Editor's Notes
AF
Two surveys – Digilit and then the TUSM
AF
AF
Big difference in whether are or self-identify as enthusiasts
Write in the criteria from the paper about what makes an enthusiast.
Orange shows high concern regardless – confident about the issues (Digilit)
Find some examples of the items difference between skills and learning
Thinking as a scientist generally but that feeding into herself as a science teacher
Not particularly viewed as CPD
Doesn’t tweet – therefore not an enthusiast – except badger culling
Who is she tweeting as? Political? Implications?
Encouraging but need to start at the start of the year
Need to be talking about why they like subjects and this helped give them examples
At end more positive
Find it is useful to tweet homework at the end of the day before to see who has registered
But have got to make it relevant and useful
Demo class - asked for a news item
But not everyone had done it
