Social online networks
My school has recently restricted the use of social media on our school network. When discussing the issue, there was real debate as to what “social media” actually is. Dictionary.com says “websites & applications that enable users to create and share content or to participate in social networking”, whereas WhatIs.com and IT Connect (2017) both view social media as online tools of communication allowing collaborative interaction & content sharing.
Several studies highlight the use of social media as a teaching tool to enhance study and motivation. Interestingly, much research in this area is conducted in the tertiary education sector. However, students of tertiary age have different perspectives, age-related psychology and motivation than primary and secondary school students. Consequently, though most “digital citizens” are comfortable using social media on a regular basis, the benefits for use in teaching & learning may be quite subjective. (Silius et al, 2010; IT Connect, 2017)
I regularly use social media in my teaching practice. From collaborative google apps, to using padlets and online lesson spaces; using snapchat for investigations, to facebook subject groups. These tools make both communication and collaboration more accessible for my students. The ability to complete and document evidence of scientific investigation is powerful - science is dynamic in nature, so the ability to capture this allows for accurate reflection & analysis.
Two obvious challenges when integrating social media into teaching are monitoring usage and managing distractions. From my perspective, another major issue is linked to the level of student maturity. My students are known to confuse entertainment with school-work, but appear equally unable to keep their academic and social online lives separate. In fairness, this isn’t purely a problem for students; many teachers also find this difficult. Teachers need to be more aware than ever of their professional responsibilities. The Ministry of Education & Netsafe have specific guidelines in order to keep all parties safe. There is also a real need for students to be educated about social media in an online learning sense - it should never be assumed that all are knowledgeable in privacy and protection settings, let alone ethical and legal responsibility. As always, clear boundaries and expectations should be set with every new tool, including the use of an opt-out policy (IT Connect, 2017; NetSafe, 2015).
Another challenge for my students is that just because information is shared on a social media network, that doesn’t mean it’s credible or driven by theory/research. People’s opinions are not necessarily formed from fact (see flat earth deniers!), and even if they are, this is generally mixed with their own values and situation to give a personal perspective (Sharples et al, 2016; Melhuish, 2015). This can also be a challenge for adults utilising social networks!
I regularly use social media for my own professional development. I belong to a number of profession-based facebook groups, as well as twitter & google+. While Facebook group memberships have enabled me to build my professional network as well as enhance my pedagogy, I am more of a “lurker” on the other two. Social media can provide an anonymous “cloak” for those who find it difficult to communicate face-to-face, however it can also be useful for those who want to remain “invisible”. Unless there is a participatory requirement to achieve success in a social media space or task, not all participants will. That isn’t to say they will get nothing out of it (although active is generally better than passive learning) it may be more a factor of building confidence over time (Melhuish, 2015). Either way social media has allowed me to build my own communities of learning as well as allowing me to personalise my own learning, giving more meaning for my own context.
In this respect, social media allows every individual to be a learner on their own terms. Locally, for students within a single class; nationally, connecting different communities (schools, interest groups etc.); globally, connecting individuals with similar views, values and culture. Social media is a powerful entity that will keep growing, ensuring the need to continually learn and grow with it.
References
Sharples, M., De Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., … Wong, L. H. (n.d.). Innovating Pedagogy 2016 Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf
Silius, K., Miilumäki, T.,Huhtamäki, J.,Tebest, T., Meriläinen, J., & Pohjolainen, S.(2010) ‘Students’ motivations for social media enhanced studying and learning.’ Knowledge Management & E-Learning: An International Journal, 2, (1). Retrieved on 7th May,2015 from http://www.kmel-journal.org/ojs/index.php/online-p.
Social Media in the Classroom: Opportunities, Challenges & Recommendations | IT Connect. (n.d.). Retrieved October 21, 2017, from https://itconnect.uw.edu/learn/research/ecar-social-media/
Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han…
Comments
Post a Comment