Global Networks: Computers and International Communication. 9781134559343_sample_513981.pdf. The Changing Social Spaces of Learning: Mapping New Mobilities. Writing on contemporary culture and social life, sociologists and cultural theorists have been describing new or changing forms of movement, variously described as cultural “flows” (e.g., Appadurai, 1996), “liquid life” (Bauman, 2005), or a “networked society” (Castells, 1996).
101 Free (or Free-to-Try) Online Collaborative Learning Tools. Have You Ever Considered Making Money Online? Kelly Richards of New York was tired of worrying all the time where the next dollar would come from. Life seemed merely a succession of bills and worrying about how to pay them. One late night while surfing the internet, her long hours of research finally paid off and she discovered a secret system that would help her get a break in life and beat the recession.
She was finally able to provide for her three children while staying home with them. I read Kelly's blog last month and decided to feature her story in our local job report. Making the Most Out of Teacher Collaboration. Nose to the grindstone, I prepared for Monday, Tuesday, Wednesday, and Thursday -- what to teach, what to test, and how to learn.
I gave it my best shot, alone. I was the only Spanish teacher. What did I have to say to teachers of other disciplines? Other than collegial greetings, I did not seek them out. How stupid could I have been! The Power of Teacher Collaboration. Teaching is simultaneously one of the hardest and one of the most rewarding jobs in the world.
We often say that students make it worth it, but there’s something else that can make or break your happiness as a teacher: your colleagues. In this article, “Research Shows Teacher Collaboration Helps Raise Student Achievement,” researcher Carrie Leana writes about the missing link in school reform: teacher collaboration. In her study of over 1,000 4th and 5th grade teachers in New York City, Leana found that, “students showed higher gains in math achievement when their teachers reported frequent conversations with their peers that centered on math, and when there was a feeling of trust or closeness among teachers.” Multimodal Composing in Classrooms: Learning and Teaching for the Digital World. Teacher Identity and Selective Strategies for Mediating Interactions with Students on Facebook.
Should Teachers Friend Their Students? One of my favorite teachers told me once that he dressed the way that he did — jackets, ties, and other business attire — because he wanted us to know that, while he was our teacher, he was not our friend.
And I thought that made sense. It was his job to advocate for us. To challenge us. To help us be the best we could be. When teachers and students connect outside school. In my last entry, I made a comment about the value of “cool” teachers interacting with students on social network sites.
I received some push-back from non-educators. Most of the concerns revolved around teachers’ ethics and their responsibilities with respect to legal structures like the Federal Rights and Privacy Act. There were also concerns that teachers who would interact with students in these environments would be putting themselves at risk. There is undoubtedly a lot of fear about teacher-student interactions, both in the US and elsewhere. All too often, there is an assumption that when teachers interact with students out of the classroom, they have bad intentions. The fear about teacher-student interactions also worries me at a broader societal level. Social spaces, casual interactions, meaningful exchanges: 'information ground' characteristics based on the college student experience. Introduction Since the 1990s context has been a foundational concept in information behaviour research, a paradigmatic cornerstone for capturing holistic perspectives and nuances.
However, in our efforts to understand information behaviour phenomena from the perspectives of different actors or stakeholders (including organizational), the ambient role of place has been subsumed within the broader big picture, meaning little attention has been paid to understanding the specific effects of social settings on information flow. Notwithstanding the work of Chatman (e.g. 1992, 1996), whose ethnographic approaches subsumed the effects of setting, the majority of researchers only include shades of setting as ambient factors in the study of overall context (Leckie and Hopkins 2002; Shill and Tonner 2003; Wiegand 2003).
Social space. A social space is physical or virtual space such as a social center, online social media, or other gathering place where people gather and interact.
Some social spaces such as town squares or parks are public places; others such as pubs, websites. or shopping malls are privately owned and regulated.  Getting_started_educator_mpb.pdf. New Teacher Boot Camp Week 2 - Using VoiceThread. Editor's note: See the full archive of the five-week boot camp.
Week 2: Using Voicethread in the Classroom Welcome to our second week of New Teacher Boot Camp! Today we're going to be exploring VoiceThread. "Knowing Someone" in Social Spaces is Complicated. Posted by Bill Ferriter on Friday, 03/07/2014 danah boyd is on my mind again tonight.
In her newest book It's Complicated (link is external), she argues that teens reveal different parts of their identities to different social groups using different social tools and services. As an example, she spotlights a teen girl who uses Facebook to connect with friends from school and Twitter to connect with fans of One Direction -- a boy-band that she is passionate about. While there was some mixing in her social circles -- friends from school who shared her passion for One Direction interact with her in both Facebook and Twitter and One Direction fans she meets on Twitter sometimes become a part of her network on Facebook -- she's gotten really good at contextualizing her identity from network to network.
Social Media for Teachers: Guides, Resources, and Ideas. Although students are evermore connected to the social web, many of these networks remain out-of-class digital playgrounds where students congregate.
In a 2014 survey of 1,000 teachers, just one in five said they use social media regularly with students. Of course, it can be a challenge to incorporate social media into lessons. There are many gray areas for teachers to navigate, like setting guidelines, accessibility at school, and student safety. Anagnostopoulos2005.pdf.
Introduction to Using "Voice Thread" Voicethread. Beginning with email and instant messages and stretching to texting and synchronous video web conferencing, digital dialogue has gradually become a common element of everyday life for today's students—another opportunity to “gather.” The kinds of personal relationships shaped on the playground in an earlier era are now developed in MySpace and Facebook. While the format may be different, the purpose remains the same: Our students are crafting identities and are driven to connect. Unrelenting Desire to Interact This innate and unrelenting desire to interact was probably best defined Danah Boyd—a PhD student at the University of California-Berkeley studying the networks developing between digital youth—in a 2008 blog post when she wrote: School is one of the few times when they can get together with their friends and they use every unscheduled moment to socialize - passing time, when the teacher's back is turned, lunch, bathroom breaks, etc.