A Printable Guide to Social Media [#Infographic]

Cram a dozen educators into a conference room and ask them to name the most popular social media tools used by students, and it’s a safe bet everybody at the table could rattle off the top two: Facebook and Twitter. But those are far from the only online applications making inroads in schools. As administrators warm to engaging students through social media, the list of potential resources at their disposal grows longer by the day. Facebook and Twitter are the obvious choices. Of course, if naming the latest social media tools seems tough, learning how to use them all is harder still. As the editors at Edudemic were right to point out, the infographic, which was written with small businesses in mind, has a few glaring omissions — Pinterest, for one. Is there a social media application not listed here that you’d like to learn more about?

How Should Social Media Be Taught in Schools? Before we ask how, I think we should address why social media should be taught in schools. Students may appear to be comfortable using social media, but don’t assume that they know how to use it appropriately in a classroom setting. Educators Baiyun Chen and Thomas Bryer from the University of Central Florida conducted research on instructional strategies for social media last year, and they pointed out that, “one of the common themes in previous research is that students use social media for personal reasons, but rarely for educational or learning purposes.” With this in mind, teaching students how to appropriately use social media becomes not just a good idea; it becomes a school’s responsibility. The Gift of Social Learning Social media can provide two things that are critical for student engagement in a literate environment: audience and purpose. Audience refers to those who will see what students create and share. Purpose is the reason students are doing the work.

Time for Some Social Media Parodies or are they? Playing with the Definition of “Game Thinking” for Instructional Designers Soon I will be presenting at the ASTD International Conference in Washington, DC. My title for the presentation is Three Mysterious Keys to Interactive Learning: Game-Thinking, Game-Elements, and Gamification. I am presenting Wednesday morning so, if you can make it—it would be great to have you in the session. As part of that presentation, I […] Continue Reading → CAC, RFP and Bigfoot I have had the privileged of teaching a great number of really talented and smart students, this semester has been no exception. Continue Reading → Harrisburg Presentation Resources Here are some resources from my presentation in Harrisburg. Continue Reading → 2014 DOE Symposium Conference Resources Here are my resources for the 2014 DOE Symposium Conference. Continue Reading → Great fun at ITEAA Conference & Introduction of Exciting Game-Based Learning Modules Continue Reading → Instructional Games and Narrative Continue Reading →

Using Technology Vs Technology Integration- An Excellent Chart for Teachers Are you using or integrating technology in your teaching ? At the face of it, it seems like a game of semantics but in fact it is more than that. When we talk about technology integration in the classroom we are talking about a planned and highly structured and purposeful use of technology with students whose ultimate goal is to engage students and help them develop new thinking skills. Using technology, on the other hand, is a random and sporadic process whose main goal is to instruct students on content not to engage them with content. The chart below from Teachbytes , offers a more detailed explanation of the difference between Using Technology and Integrating Technology. Have a look and, as always, share with us your feedback in the comment form below. Check out the full chart from this page.

Lesson Plan: Teach Students to Put the 'You' in YouTube Lesson Description Communication is an essential skill that all students must develop to function successfully in both the physical and digital worlds. That's what "Finding Youth Voice" is about: helping young people develop a perspective and articulate their ideas in meaningful ways using digital media. This project hinges on the passion and motivation of the students, who are tasked with telling personal stories in digital form, and that of the teachers who mentor them. The diversity of the technology tools that are available for student use also will determine how creative they can be in the documentary films, music videos, animated shorts, audio recordings or other multimedia projects they produce. What matters most is that their own perspective drives the work. Video tends to be a popular choice among students, so this lesson plan details how to proceed with that type of project. Subject Area This project was developed for high school students but can be adapted for any grade level.

Syllabus / UC Berkeley Social Media Smart_Mobs.jpg Sociology 167 (Information 190) University of California, Berkeley Department of Sociology Spring 2008 Friday, 2-5, 126 Barrows Instructor: Howard Rheingold howard@rheingold.com Office 472 Barrows, Office Hours Friday 1-2 and earlier Friday by appointment readers: Elisa Oreglia elisa@ischool.berkeley.edu and Stephanie Gerson sgerson@nature.berkeley.edu (but please send all emails to Elisa) Course reader: available at Copy Central 2560 Bancroft (and Telegraph) 510 848 8649 Session One: January 25, 2008 Theme: When technology and community collide Introductions: Who are we, where do we think we're going in this class? Instructor and students introduce themselves, instructor explains goals, expectations and assignments. Lab: Introduction to Online Media Assignments: Words to know Discussion notes -- what is community? Instructor's Notes for Session One Session Two: February 1 Theme: Imagining community Getting into it: What did we find in our search for virtual community? Ronald E.

100 Inspiring Ways to Use Social Media In the Classroom Social media may have started out as a fun way to connect with friends, but it has evolved to become a powerful tool for education and business. Sites such as Facebook and Twitter and tools such as Skype are connecting students to learning opportunities in new and exciting ways. Whether you teach an elementary class, a traditional college class, or at an online university, you will find inspirational ways to incorporate social media in your classroom with this list. Ideas for K-12 Classrooms Implement these great ideas in your K-12 classroom to have students learning in a dynamic new way. Make literature real. Ideas for College Classrooms Integrate these suggestions into college classrooms for engaging learning opportunities. Window to daily life at school. Ways Students Can Use Social Media From practicing a foreign language to finding scientific research, these tips will have students using social media to enhance their education. Find scientific research papers. Offer a class. TweetDeck.

21st century learning Frontload Your Lessons with Social Media Written by Mark Brumley At a recent education conference I discussed a simple yet powerful strategy…frontload your lessons with social media. Here’s how it works. First of all, you need some way for your students to communicate online (or via texting). So, I’m focusing on students who are older than elementary school but use your own judgment how far down you can take this. If you don’t have a way for students to communicate, there are numerous options that don’t involve any sign up. Next, introduce a topic that will be discussed the next day and assign an online discussion as homework. Go to this URL and have an online discussion. The topic that always comes up is what to do about chat-speak and other bad online grammar. Finally, you need to assess whether or not the classroom discussions are more meaningful with the frontloading the night before. This concept may seem simple but the results I have seen are amazing. Mark Brumley (112 Posts)

Authority System | Interface At the Berglund Center for Internet Studies and the Matsushita Center for Electronic Learning at Pacific University we have long searched for a means to indicate the level of authority of the electronic materials we post. We are well-established centers with well over five million hits per year into our servers. We publish several journals of significance and influence, such as Interface on the Internet and E-AsPac. However, we also publish many projects done by graduate and undergraduate students. We know that our audience often selects these materials indiscriminately, based more on their immediate research needs than on the reliability or authority of the materials. By Authority Level we do not mean to indicate “good” and “bad” but rather authoritative and non-authoritative or those with higher levels of trust and those with lower levels. These levels are explained below, but it should be noted that invariably some materials are in grey areas between categories.

Mindcraft i barnehagen | Pedagogisk Praksis Noen av de eldste barna i barnehagen har forsøkt seg på spillet Minecraft. De bygger hus, de lager kjellere, bygger vegger, setter inn dører, diskuterer materiale, skaffer seg mat. De samler blomster, spiller sammen, samarbeider, møter hverandre i spillet mm. Vi leker oss litt med dette spillet og ser at det har et stort potensialet for å skape sammen og samarbeide. Det kan gjøres veldig enkelt med at de samarbeider om å bygge ett eller flere hus på en iPad, det kan også avanseres slik at de kan bruke to iPader. Hus har vært et tema på basen noen måneder, de har laget hus i leire, malt og tegnet, lekt med digitale dukkehus, de har tegnet interiør, laget i trolldeig og laget hus i skoesker med forskjellige materialer (mer om dette siden). I Minecraft kan man møte forskjellige dyr og skapninger, noen av dem kan være skumle som skjellett, creepers, zombies og edderkopper. I spillet kan man også møte andre dyr, f.eks ulv som kan temmes.