Online Social Networks
Ten years ago when I graduated, I never would have thought that social media would play such a huge part of not only my growth as an educator, but also in my practice as a teacher.
Today I not only belong to social networks and groups such as Google +, Twitter and Facebook NZ Primary Teachers, but I am gearing up my young students to take part in such things as blogging and Chapter Chat (a weekly Twitter conversation between schools throughout NZ, based on a common book we are reading).
Social media allows us as teachers and learners to have access to information, ideas and opinions and be connected on a global level. "In social networking sites a user can participate intensively in activities in the service, share contents, debate and share opinions and create different kinds of groups for different needs." (Silius, Miilumäki, Huhtamäki, Tebest, Meriläinen & Pohjolainen, 2010). I have found the Mindlab Google+ group invaluable in challenging my opinions and mindsets regarding education, and something I have to work on myself is contributing more to these groups, as I need to learn that my opinion is as valid as the next person's.
However, being so connected can be a double edged sword for educators and learners. The benefit for educators is the 'informal' professional development for educators based on their interests and needs. Social media participation gives teachers the opportunity to connect and share knowledge and ideas (Melhuish, 2013). The flip side of this is the fact that unless you make a conscious decision to be 'unconnected', countless hours are spent bettering your practice with the maelstrom of information and ideas.
The benefit in the classroom is shown in the collaboration and connectivity of our students to others based on their interests and needs along with their increased engagement. Students are now globally aware, which means educators can use this opportunity to make learning authentic and within the real world context.
All this connectivity can make it difficult for educators. We not only have to teach children to be able decipher treasure out of trash in all the information they have access to but with the increased accessibility the children have, there is unfortunately increased accessibility predators can have to students. It is important to try and get children to understand how to be safe within this world, and that in itself is no mean feat. Seaman et al (2013), discuss how until changes take place to address educator's concerns about privacy for their students, then social media use in the classroom will lag behind an educator's own private use of social media. To use online social networks to enhance learning and engagement in the classroom, these issues must be at the forefront of an educators planning.
As the use of social media and technology is introduced at younger and younger levels to children, so they can adapt to a changing world, the question of whether these children have the emotional intelligence to be able to handle and correctly use these tools, must be asked. Cyber bullying is crucial to address, even though a child may not be a bully in the playground, they have to be aware it is unfortunately easier to be nasty or rude through a faceless device. The key point for them to realise is there someone else on the other end.
All in all, I value, and therefore hope to instill this value in my students, how social media enhances their learning experiences and opens doors to authentic context.
References:
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 fromhttp://researchcommons.waikato.ac.nz/bitstream/han...
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Retrieved fromhttp://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0
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), 54-67. Retrieved fromhttp://www.kmel-journal.org/ojs/index.php/online-publication/article/view/55/39
Today I not only belong to social networks and groups such as Google +, Twitter and Facebook NZ Primary Teachers, but I am gearing up my young students to take part in such things as blogging and Chapter Chat (a weekly Twitter conversation between schools throughout NZ, based on a common book we are reading).
Social media allows us as teachers and learners to have access to information, ideas and opinions and be connected on a global level. "In social networking sites a user can participate intensively in activities in the service, share contents, debate and share opinions and create different kinds of groups for different needs." (Silius, Miilumäki, Huhtamäki, Tebest, Meriläinen & Pohjolainen, 2010). I have found the Mindlab Google+ group invaluable in challenging my opinions and mindsets regarding education, and something I have to work on myself is contributing more to these groups, as I need to learn that my opinion is as valid as the next person's.
However, being so connected can be a double edged sword for educators and learners. The benefit for educators is the 'informal' professional development for educators based on their interests and needs. Social media participation gives teachers the opportunity to connect and share knowledge and ideas (Melhuish, 2013). The flip side of this is the fact that unless you make a conscious decision to be 'unconnected', countless hours are spent bettering your practice with the maelstrom of information and ideas.
The benefit in the classroom is shown in the collaboration and connectivity of our students to others based on their interests and needs along with their increased engagement. Students are now globally aware, which means educators can use this opportunity to make learning authentic and within the real world context.
All this connectivity can make it difficult for educators. We not only have to teach children to be able decipher treasure out of trash in all the information they have access to but with the increased accessibility the children have, there is unfortunately increased accessibility predators can have to students. It is important to try and get children to understand how to be safe within this world, and that in itself is no mean feat. Seaman et al (2013), discuss how until changes take place to address educator's concerns about privacy for their students, then social media use in the classroom will lag behind an educator's own private use of social media. To use online social networks to enhance learning and engagement in the classroom, these issues must be at the forefront of an educators planning.
As the use of social media and technology is introduced at younger and younger levels to children, so they can adapt to a changing world, the question of whether these children have the emotional intelligence to be able to handle and correctly use these tools, must be asked. Cyber bullying is crucial to address, even though a child may not be a bully in the playground, they have to be aware it is unfortunately easier to be nasty or rude through a faceless device. The key point for them to realise is there someone else on the other end.
All in all, I value, and therefore hope to instill this value in my students, how social media enhances their learning experiences and opens doors to authentic context.
References:
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 fromhttp://researchcommons.waikato.ac.nz/bitstream/han...
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Retrieved fromhttp://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0
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), 54-67. Retrieved fromhttp://www.kmel-journal.org/ojs/index.php/online-publication/article/view/55/39
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