Activity 6 Social Media in Teaching

Social media in teaching

The digital era has seen social media popularity expand across sectors and at different levels. In education, social media has been increasingly adopted to enrich the learning environment. Pearson’s survey (Seaman & Tinti-Kane, 2013) shows that there was an increase of 21.3% from 2012 to 2013 in social media use in teaching.

Joosten, T.( 2013) Shows just how much of an influence social media is playing with the youth of today in these figures.

What are some key features of social media that are beneficial for teaching and learning? Why?

Connectivity.

The use of social media in the classroom has meant that for this generation (and future ones) the classroom has truly lost its four walls and becomes an extension of the global learning domain. Children can pursue their own inquiry and engage with others interested in a similar vein across the other side of the world. Historically, my generation often had pen-pals to socialise with in another country (mine was in the States) and you waited sometimes for months to get answers to your questions via snail-mail. Sadly and usually because of these delayed responses, only a very few of these showed longevity. Modern day "pen-pals" can have conversations in real time or face to face using Skype, Glide, ooVoo, LINE, ICQ, WeChat, Viber or Google Hangouts the possibilities are endless - making quick and in many cases free global connections. 

Uses for children with differing learning needs.

For many of the children I work with who have learning needs that differ to many of their peers, online interactions can provide a much safer and less confronting option for them. There is much less need to have unwanted eye contact or infringements on their personal space. Their answers and responses can be much more considered, taking the time they might need to process information and thus reducing the risk involved with interactions in person. And in a wider population than their 30 classmates, the chances that they will find like-minded individuals who can relate to how they feel and think are much higher.

Anywhere, anytime

I was one of those geeky children who could never get enough of learning and would beg my mother ( a teacher of course!) to give me extra homework! Being able to share with the whanau in New Zealand what the choir is up to is wonderful for both the students over there and us left behind!    Visit the Choir's blog 

Had I had access to what today's children do I would have been in heaven! Presently my 16 year old daughter in in Canada with the New Zealand Secondary Students' Choir and using Tumblr to keep us all updated on their successes and antics - as Holly is doing music at school - for her, this is as big a part of her school year as anything else.

While using Google Classrooms I really got updates on the work children were doing outside of the regular school hours - with the walls of the classroom taken down they felt they could truly undertake their learning anytime, anywhere.
   

Inspiring the uninspired

For many of our disengaged tamariki, the opportunity to use IT and social media can be the key that sparks their learning. The world that they grow up in at home is connected and digital, why would we as educators not be using the same technology when they enter the classroom - why we expect them to suddenly power down? There is a lot of rubbish out there that does not enhance learning but with careful selection on our part there is an enormous wealth of knowledge and ideas that we can use to hook our tamariki into a fully engaged education. 

Social media in professional development

Technology accessibility and the pace of advancement to all communities both local and international has resulted in changes to aspects of the general education system, including the professional learning medium for educators (Melhuish, 2013).

Social media platforms have been able to provide personalised learning which is need-based and flexible in time and location. Teachers can use online social network to seek information, share ideas and even contribute to the development of deep knowledge.

In the New Zealand context, the Ministry of Education has introduced an initiative to enhance professional development via online social networking. The Virtual Learning Network is a platform where educators can engage in professional conversations. Melhuish's (2013) study has suggested that VLN Groups can enable an informal type of professional learning for teachers.

How do/would you use social media to enhance your professional development?

I have grown over the Mindlab Journey to really value the collaborative input aspects of google plus and I can see that as something I need to continue with to keep up to date with the fast pace of our changing educational landscape. I use Facebbook's NZ Primary Teachers page a lot and find some of the questions raise quite challenging and th ideas invaluable. Of course there is always Pinterest and "Aunty" Google for quick research on a given topic or idea. I am always keen to hear of new avneues I can pursue for learning and new tools that can be used but I am also a realist and realize that there is only so many updates you can keep up with.For me it is just as important at times to switch off the computer etc and walk outside into the beautiful sunshine - which I am going to do right now!

References

Joosten, T.( 2013. October 22). Pearson: Social Media for Teaching and Learning. 
Retrieved from http://www.slideshare.net/tjoosten/social-media-for-teaching-and-learning-27456257?ref=http://professorjoosten.blogspot.co.nz/2013/10/-social-media-for-teaching-and.html

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’professional learning. Master Thesis. The University of Waikato. Retrived on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han...

Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Retrieved from http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0