Social Online Networks
Ramstad (2017) emphasises that as technology continues to advance that education also must attempt to adapt. He also uncovered that a recent survey had identified that there were 4.8 billion people in the world that owned a mobile device, however, only 4.2 billion owned a toothbrush. This exemplified the need, popularity and value that is currently placed around social media in people's lives.
As a teacher I have experimented and dabbled in various forms of social media, not always in my teaching, but usually as a tool to support my teaching. I use Facebook mainly for personal reasons but do tend to explore groups that relate to my teaching like NZ Primary Teachers. I understand the ongoing discussions that stress the growing list of negatives around the boundaries of using Facebook, especially when the home and school pathways cross over. Based on this specific argument I have chosen to utilise the use of the Salford School Facebook page. I am cautious and alert to parental friend requests and choose to communicate to any parent's questions via the open page with concerns to this particular social media site.
More recently the most invaluable form of social media that I have used is ClassDojo. As well as, using this site as a behaviour management tool I regularly update the stories to alert parents of learning, upcoming events or communicate about children around absences. This form of social media allows me to share photos and information with only those that I want to and it also allows me to see if any forms of communication have been received and sighted. Ideally, this is a positive in my classroom considering I have a a reasonable group of parents whose visits to the school are a rarity.
Although I have a limited span on using social media I can coherently express the positives and negatives behind the use of it in the classroom. Reflecting that my experiences are from a primary teaching background. I see the positives as being able to effectively inform parents/caregivers, communication pathways, post questions and responses and as a tool to locate resources. However, on the flip side is the concerns behind social media: security and privacy, parent consent, the fact they are often public forums, age limitations, inappropriate advertisements/pop-ups and the ability to trust the user.
Melhuish (2013) reflected on her own views and summarised that she had experienced huge value in the opportunities that social media provided and the connectedness that they offered. So how do use social media best in my own teaching practice? I have no time for Twitter or Instagram. I don't find them appealing so what other options are available? How can I offer learning pathways that are flexible, personalised and provide a more inclusive approach to learning?
The infographic below is published by the NZ Education Council and clearly outlines current social media platforms and gives me a starting point for what could be incorporated into my teaching practice. It is now about further investigation as to which ones, what are their purposes and how do they fit my teaching practice in the classroom?
Image retrieved from: http://teachersandsocialmedia.co.nz/what-social-media
References:
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...
Ramstad, J. (2017). The Utilization of Social Media in the Classroom. RAP Report: University of Minnesota, April 2017, 1-7. Retrieved from https://conservancy.umn.edu/bitstream/handle/11299/185543/Final%20RAP%20Report.pdf?sequence=2&isAllowed=y
As a teacher I have experimented and dabbled in various forms of social media, not always in my teaching, but usually as a tool to support my teaching. I use Facebook mainly for personal reasons but do tend to explore groups that relate to my teaching like NZ Primary Teachers. I understand the ongoing discussions that stress the growing list of negatives around the boundaries of using Facebook, especially when the home and school pathways cross over. Based on this specific argument I have chosen to utilise the use of the Salford School Facebook page. I am cautious and alert to parental friend requests and choose to communicate to any parent's questions via the open page with concerns to this particular social media site.
More recently the most invaluable form of social media that I have used is ClassDojo. As well as, using this site as a behaviour management tool I regularly update the stories to alert parents of learning, upcoming events or communicate about children around absences. This form of social media allows me to share photos and information with only those that I want to and it also allows me to see if any forms of communication have been received and sighted. Ideally, this is a positive in my classroom considering I have a a reasonable group of parents whose visits to the school are a rarity.
Although I have a limited span on using social media I can coherently express the positives and negatives behind the use of it in the classroom. Reflecting that my experiences are from a primary teaching background. I see the positives as being able to effectively inform parents/caregivers, communication pathways, post questions and responses and as a tool to locate resources. However, on the flip side is the concerns behind social media: security and privacy, parent consent, the fact they are often public forums, age limitations, inappropriate advertisements/pop-ups and the ability to trust the user.
Melhuish (2013) reflected on her own views and summarised that she had experienced huge value in the opportunities that social media provided and the connectedness that they offered. So how do use social media best in my own teaching practice? I have no time for Twitter or Instagram. I don't find them appealing so what other options are available? How can I offer learning pathways that are flexible, personalised and provide a more inclusive approach to learning?
The infographic below is published by the NZ Education Council and clearly outlines current social media platforms and gives me a starting point for what could be incorporated into my teaching practice. It is now about further investigation as to which ones, what are their purposes and how do they fit my teaching practice in the classroom?
Image retrieved from: http://teachersandsocialmedia.co.nz/what-social-media
References:
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...
Ramstad, J. (2017). The Utilization of Social Media in the Classroom. RAP Report: University of Minnesota, April 2017, 1-7. Retrieved from https://conservancy.umn.edu/bitstream/handle/11299/185543/Final%20RAP%20Report.pdf?sequence=2&isAllowed=y
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