RSA 4 Networked Professional Learning for Teachers

RSA #4 ‘Follow’ Me: Networked Professional Learning for Teacher

Link to online reference: http://files.eric.ed.gov/fulltext/EJ1016021.pdf

This week we read two articles exploring the developing roles social media plays in professional learning. Using social media to develop professional learning communities, outside the typical school building and day, is a growing option for teachers. These articles point out that professional development needs to be ongoing and relevant, with materials and ideas that can be developed today, and used tomorrow. Through the use of Web 2.0, teachers have access to a larger community of fellow teachers, however this is underutilized and the potential barely tapped. Lightle references use of Middle School Portal 2 Math and Science Pathways (MSP2). Members are attracted by the math and science content, and interact socially, yet members only make a few additions or edits to the wiki pages. “Members have not assumed active facilitation of the site. Were it not for project staff and for teacher leader’s posting, adding content, or responding to discussions, there would be little overt activity.” (Lightle, 2010, p. 53) Both of this week’s articles had something in common, teachers tend to value trainings, conferences, and professional development as more valuable when networking is involved. MSP2 offers interaction with other professionals, as does other social networking sites. Duncan-Howell references favorable experiences that, “1. presented different strategies that can be improved in the classroom; 2. exposed them to new ideas and techniques by a specialist from a particular area: 3. allowed them to participate and be creative; and 4. allowed them to be present as well as observe.” (Duncan-Howell, 2009, p. 330) Social networks allow teachers to ability to be present for discussions, but not required to participate; have access to resources and learn from other, without feeling compelled to comment, or contribute.

              The next article discusses the use of Twitter as a means for professional development. Top rated educators were examined, as well as popular hashtags, #edtech and #edchat. The wealth of information, or professional development opportunities, this lead to was wide-ranging. Tweets lead to outside links and articles, not the personal comments others may assume to dominate Twitter. Holmes references Meyer’s 2012 writings, “as they recognize it (Twitter) as an invaluable means of finding like-minded professionals.” (Holmes, Peterson, Shaw, & Buchanan, 2013, p. 57) Networking with other professionals is prevalent, and the sharing of knowledge. Linking new, relatively inexperienced teachers, with more seasoned educators is a positive outcome of social networking.

The articles read discuss similar ideals revolving in and around professional development, relating to the topics of: being sustained over a period of time, elevating feelings of teacher isolation, the need to be collaborative, ideas being directly relating to student learning, the ability just be present, and the professional development being “initiated and controlled personally” (Holmes, Peterson, Shaw, & Buchanan, 2013, p. 56) as it relates to the content sought.  Professional development is necessary, and the development of these social networks only enhances and enriches the opportunities for development. “This study provides support for the notion that professional learning with these characteristics could be accomplished through the use of Twitter in order to establish teacher networks or facilitate access to new resources and information.” (Holmes, Peterson, Shaw, & Buchanan, 2013, p. 63) These articles, and others like it, suggest that; there are as many avenues to explore as there are professionals, since the experience will be personal, and self-directed when the network is through social interaction. The ideas behind social networking as being the latest opportunity for professional development is encouraging.

References

Duncan-Howell, J. (2009). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324-340. doi:10.1111/j.1467-8535.2009.00953.x  Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1009776-dt-content-rid-4416804_2/courses/8988.201430/EDT-6030-Online-Template_ImportedContent_20130911124320/Howell-Teachers%20Making%20Connections.pdf

Holmes, K., Peterson, G., Shaw, K., & Buchanan, R. (2013, December). 'Follow' Me: Networked Professional Learning for Teachers. Australian Journal of Teacher Education, 38(12), 54-65. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1016021.pdf

Lightle, K. (2010, November/December). Using Social Media to Build an Online Professional Learning Network of Middle Level Educators. Knowledge Quest, 39(2), 48-53. Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1009775-dt-content-rid-4416811_2/courses/8988.201430/EDT-6030-Online-Template_ImportedContent_20130911124320/Lightle-Using%20Social%20Media.pdf

RSA #3 Web 2.0 and Classroom Research, and Face to Facebook

RSA #3 Web 2.0 and Classroom Research, Face to Facebook

URL: http://eric.ed.gov/?q=web+2.0+in+the+classroom&pr=on&ft=on&pg=5&id=EJ1005279

Web 2.0 and Classroom Research; What Path Should We Take Now?  This week’s reading brought up several relevant issues, whereas the authors introduce questions to the reader, offering examples to consider. The overall question about Web 2.0 is stated in the title, what should we do with it now? The questions are asked, and lines of inquiry are brought up in this article. Where do educators take this Web, and how can it best be utilized in the academic growth of students? What is the best use for Web 2.0 as it relates to academic use? How do we begin to research the effect Web 2.0 will/does have within the classroom? How does the student use the Web for academics? What should we be looking at/for?

Digital citizenship and digital presence go beyond just the classroom, it crisscrosses in the everyday lives of the students. The author references, “contrary to most assumptions, youth’s online social activities are not devoid of substantive intellectual activity.” (Greenhow, Hughes, & Robelia, 2009, pp. 247-248) Students do bring up academic topics.  The Web is ever changing, its move from the basic information, to social interaction, creation of, and reuse of various artifacts, and scholarly interaction and information.

The Web 2.0 is offering the ability to grow, and be included in social, and learning communities. The authors of Face to Facebook bring up the point that learning communities stretch beyond the brick and mortal schools, a learning community of choice. As learning and education begin to utilize all that the Web offers, communities are of increasing importance in the sense of belonging.  Online learners still desire the social, intellectual interaction of learning communities. The author immediately references on page one, how the Institutions can use Facebook as a learning tool to, “develop learning communities that facilitate positive learning outcomes.” (VanDoorn & Eklund, 2013, p. 1) This creates more self-initiated learning. The author references multiple works, where Computer-Mediated Communication (CMC) is, “an essential tool in teaching today’s ‘Net Generation’ students.” (VanDoorn & Eklund, 2013, p. 4)  Additional articles of note on this subject of the Web 2.0, and the generation abound. The “Net Generation” is referenced in The Journal of Digital Learning in Teacher Education, (Katya & Kumar, 2011) and identified as “Generation Y” in writings by Liam Morgan and published by Campus-Wide Information Systems. (Morgan, 2012)

Moving from the beginnings of the Web, to what it is now, has been, and continues to be a challenge. These articles attempt to introduce issues to consider, and questions to ponder. Both do a good job of introducing the appropriateness to Web 2.0 in the classroom, as the classroom, and beyond. The introduction of social scholarship is important, as is the choosing to be a part of an online learning community. Students are creating their online, digital presence and direction is required. The interaction between instructor and student is critical. Students expect the instructor to be present, and look for input and critique from fellow students, not just the instructor of these virtual classrooms. The increase of online classrooms also creates the need to fellowship, and communities within that cybernetic classroom. Face to Facebook touches on plausible solutions to questions pondered in our reading. Online communities, social presence, digital citizenship are all areas open to research and needing discussion. These articles can only possibly touch the surface of the questions to be pondered.

References

Greenhow, C., Hughes, J., & Robelia, B. (2009, March 24). Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 246-259. Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1043205-dt-content-rid-4446549_2/courses/8988.201430/Web%202.0%20and%20Classroom%20Research%20%20What%20Path%20%20Should%20We%20Take%20Now.pdf?target=blank

Katya, V., & Kumar, S. (2011). The Net Generation as Preservice Teacher: Transfering Familiarity with New Technologies to Educational Environments. Journal of Digital Learning in Teacher Education, 27(4), PP. 144-153. ISTE (International Society for Technology in Education). Retrieved from: http://eric.ed.gov/?q=web+2.0+in+the+classroom&pr=on&ft=on&pg=2&id=EJ936543

Morgan, L. (2012). Generation Y, Learner Autonomy and the Potential of Web 2.0 Tools for Language Learning and Teaching. Campus-Wide Information Systems, 27(3), pp. 166-176. Retrieved from: http://eric.ed.gov/?q=web+2.0+classroom&id=EJ970563

VanDoorn, G., & Eklund, A. A. (2013, March 14). Face to Facebook: Social media and the learning and teaching potential of symmetrical, sychronous communication. Journal of University Teaching and Learning Practice, 10(1), pp. 1-14. Retrieved from: http://eric.ed.gov/?q=web+2.0+in+the+classroom&pr=on&ft=on&pg=5&id=EJ1005279