Week 30: Using social online networks in teaching and
professional development
Online
social networks are “socially constructed spaces that allow members to create
and collaborate in groups using semi-permanent comments” (Melhuish,2013, p26)
People are able to develop an online persona or internet identity
where they reveal varying amounts of personal information about themselves. In
some cases a person can choose to be anonymous or use a pseudonym
and in some cases be deceptive as to who they are.
Key features of social media that are beneficial for teaching and
learning
Social
media like Instagram and to a lesser extent Facebook are already used by
students. They would naturally expect to communicate with one another via
social media. Students can use it anywhere and anytime and geographical
boundaries are overcome.
Social media is always being updated so
real time information sharing can take place. Links to calendar events and
invitations to events are commonplace.
It is fast, easy, and free. It is
intuitive to use and immediate because it is top of mind for students and a
natural way to connect with peers.
Potential challenges that teachers need to be aware of when integrating
social networking platforms into teaching activities
My
biggest hesitation in using a social networking platform in high school classes
(Year 9-11) has been distraction. I
think that the engaging content and social communication would be very
challenging to compete with and students would be tempted to multitask. I think there are similar platforms for
posting content, which allow feedback and collaboration such as Edmodo and
Seesaw.
In
a physical classroom the teacher is able to hear the discussions and
conversations taking place but with social media it is difficult to always keep
track of what is being communicated and ensure that it is a safe environment for all students. It
is important that security settings are appropriate and cyber safety
discussions have taken place.
Addressing the challenges
The TKI site provides some good resources on
digital citizenship
The Pond also has a lot of resources
Another great site for lesson plans and videos is www.esafety.gov.au
Check out the following video:
Another great site for lesson plans and videos is www.esafety.gov.au
Check out the following video:
Facebook
has been blocked on our school internet server so I rely on students interacting
on subject websites, Seesaw app for posting and commenting, and Google
Classroom for commenting and giving feedback.
I
would like to use Google Communities more with my students as I think it is an
easy platform to post material and interact with others. It would work well at
our school because all students have a Google log in.
Social Media and professional
development
Personally
I find a ‘NZ Maths teachers’ Facebook page very helpful for professional
development. Mostly I like the immediacy of the notifications such as changes
in the marking schedule for NCEA or links to conferences and resources. For
actual changes to my practice and reflective conversations I would use face to
face discussions with colleagues.
Diagram showing various activities in a professional
social media group (Melhuish,2013) p63.
Benefits
of social media for professional development include:
·
sharing ideas and
resources across multiple communities, connecting with peers
·
reflecting on one’s
own practice in one’s own context
·
growth of
professional identity and leadership
·
enhanced technical
skills, digital literacy and connections
·
flexible
co-constructive approach
·
traditional pd was
determined by HOD or school leadership and constrained by budgets and other
priorities
Concerns
when using social media for professional development
“It is crucial, however, to bear in mind that collaboration, connection and conversation online only provide pre-conditions for effective professional learning” (Melhuish, 2013, p5).
·
Online professional development requires a self-managing disposition, some technology skills,
and a willingness to participate and
contribute ie less lurking and more participating
·
A key ‘hook’ for
many teachers in the studies was the exchange of resources which is helpful but
not necessarily supportive of enhancing teacher practice
·
Just because one is
sharing information on a social network site does not mean that the comments are
theory-driven
·
“Learning, driven by
the urgent ‘just in time’ desires of teachers does not have the same impact as
sustained professional learning with clear outcomes, driven by evidence and
inquiry. Informal learning may provide an enabler to impact on teacher
practice, but it may not have long term influence on student achievement“ (Melhuish,
2013, p35).
References
Melhuish, K.(2013). Online
social networking and its impact on New Zealand educators’ professional
learning. Master Thesis. The University of Waikato.
Hi Sue,
ReplyDeleteYou've articulated the stance of many teachers in your weigh-up of the pros and cons of interdisciplinary learning. That balance between superficiality and authentic, deep learning that makes significant connections through a shared context. We recognise the benefits of such collaboration across disciplines, but also the dangers of some subjects missing out, or being compromised in depth or breadth. In the spirit of collaboration, we must share what works and what doesn't - the failures and the successes. As we do, we can work towards shared understanding of models of practice that enhance students' learning and maintain the integrity of each subject area; and those that compromise what we're trying to achieve. This is a key challenge for this intake of Mindlab teachers about to jump off into our new realms of possibility.