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. But to help teachers navigate this ever-changing landscape of social media tools, here are some of the best guides on the web for four popular networks, Facebook, Instagram, Twitter, and Pinterest.
More Great Reads From Edutopia In addition to those great guides, there is a lot of useful information right here on Edutopia. 6 Alternative Social Media Tools for Teaching and Learning -- Campus Technology. Social Media Page 3 of 4 6 Alternative Social Media Tools for Teaching and Learning Scoop.it also supports group curation, a feature that Dixon has considered but hasn't tried yet with his classes. "You can have an entire class of 30 students curating one particular topic," he said. 4) Instagram Instagram is an online social network for sharing photos and videos.
Students comment on each other's posts and vote for the ones they like. Smith-Robbins thinks Instagram is effective for getting students to use their camera lens to focus on the concepts they're learning in class. 5) Pinterest Pinterest is a social bookmarking tool for online images. Smith-Robbins' students use Pinterest to contribute to a board for the course, so as they find things, they can pin them and comment on each other's pins. " I encourage them to comment in ways that tie those pins to the content of the course," said Smith-Robbins. 6) Feedly.
7 Ways Teachers Use Social Media in the Classroom. Millennials live and breathe on social media, so teachers are learning how to incorporate the medium into the classroom successfully. In doing so, teachers not only encourage students to engage actively in the material, but they also provide online communities for students that might not exist for them in real life. But how are teachers infusing social media into their everyday lessons?
We've highlighted several different examples and offered our own ideas on how to best engage students. 1. Anna Divinsky created an iTunes U class at Penn State University called Art 10: Introduction to Visual Studies, which she then adapted into a massive open online course (MOOC) on Coursera. For each class assignment, students were responsible for evaluating each other's work. Students shared their work on a variety of platforms. @psutlt #art10psu Art in the style of Rousseau (done in pencil) pic.twitter.com/oOA9UrlX6E— Wendy S Dixson (@WendyDixson) July 16, 2013 2. 3. 4. 5. 6. 7.
7 Ways Teachers Use Social Media in the Classroom. Social Media in Teaching and Learning. Social media such as Facebook, Twitter, Google Plus, and Flickr, as well as open social practices such as blogging, are being used in learning for the purpose of convenient communication with other students and potentially with others outside the class such as students of the same topic and subject experts. Many social media, as commercial endeavours, are attractive in that their features often surpass those of internal firewalled environments. The fact that these media are generally open to the world implies a need to carefully consider the risks of openness as well as need for ongoing communication with students in order to address their concerns and deal with issues in the use of social media as they arise.
These risks are counter-balanced by the benefits of open discussion and academic debate in authentic online environments. To get started using social media in teaching, consider what you want to achieve. Do you wish to help students with their writing or reflection? Teaching Social Media to Digital Natives – Case Study with Syracuse University - Hootsuite Social Media Management. Recognizing the growing demand for qualified social media professionals in the business world, HootSuite University launched the Higher Education Program in January with the S.I. Newhouse School of Public Communications at Syracuse University. This partnership between industry and academia resulted in a case study outlining how social media professor Dr.
William J. Ward (aka DR4WARD) integrated HootSuite University into his curriculum, empowering his students with the social media skills required in today’s workforce. This collaboration allowed Dr. Ward to focus on higher level social concepts and strategies, while HootSuite University provided the up-to-date content and hands-on experience needed to educate the next generation of industry professionals.
Learn more about how Dr. HootSuite University is looking forward to partnering with Higher Education institutions for the upcoming 2013 semesters. "Think, share and take risks!" A Social Media for Teaching & Learning Case Study | Pearson Blog. Krista Jackman, English Lecturer, University of New Hampshire This case study is the second in a series that examines the use of social media for teaching and learning. Instructor Profile Krista Jackman is a Lecturer in English at the University of New Hampshire, and teaches primarily in the Composition Program.
She earned a Bachelor of Arts degree in 1991, and Master of Arts in Teaching in English, in 1993. Her teaching career spans nearly two decades and includes teaching writing to both high school and university level students. A 2012 winner of a Faculty Excellence in Teaching award, Jackman’s course load includes mostly Freshman Composition, Creative Nonfiction and a variety of Honors Composition sections.
Since 2009, Jackman has worked closely with Academic Technology and the Honors and Discovery programs to develop curriculum that integrates technology with inquiry. Jackman believes that her job as an educator is to create an atmosphere that fosters learning and curiosity. Pedagogy. Technology and Education | Box of Tricks. Posted by José Picardo on December 31, 2011 In my role as teacher of languages, I have sought to study and understand how the social aspect of Web 2.0 can be harnessed to strengthen the teaching and learning of MFL.
Most interesting to me was the transformative potential of blogs, Web 2.0 applications and social networks, not only to enhance existing practice, but also to create new technology-based tasks which would have been previously inconceivable, a process depicted below: However, in order to assess whether learning socially online can truly have a transformative and positive impact on learning outcomes and curriculum delivery as accurately as possible, it is important to moderate any inherent positivity and open up the field of study to all viewpoints, discarding any preconceived notions that may bias the conclusions of this case study and taking care not to avoid any evidence that may be counter to those notions. This case study was completed with the help of my colleague, Mr.
Augmenting design education with mobile social media: A transferable framework - NUS Teaching Academy. The paper explores the transferability of a mobile social media implementation framework developed from over 40 projects. We examine how the mobile social media framework is being utilised to augment a traditional physical design studio education context as well as bridging situated student learning experiences beyond the confines of the design studio. Critical to the framework is the creation and nurturing of a lecturer community of practice. The project builds upon the researcher’s experience of implementing mobile social media in a similar higher education context at a different higher education institution, and is part of ongoing action research focusing upon transforming pedagogy via mobile social media.
Mobile web 2.0 (or mobile social media) has become almost ubiquitous, with mobile cellular subscriptions outnumbering desktop Internet connections (International Telecommunications Union, 2011), and mobile ownership exceeding 100% in developed countries (Thorne, 2012). Fig. 1.