EDT 613 Teaching with social media
Keywords: social media, social software, educational technology, social networks, online learning, informal learning
Description: Social media pervades our social life; with implications for education, business and beyond. Examine the sociological and psychological impacts, benefits and risks of social media. We examine social networking sites, (micro) blogs, video, and wikis; focusing on their use in classrooms to build community, develop literacy, and foster critical thinking.
Social media has become an extremely successful and popular technology that has made its way into life of the individual as well as education, business and medicine. Since this technology has become an important part of society and because it can facilitate social interactions where people can connect and share thoughts, opinions, special interests and personal information, it has great potential for teaching and learning. Educators must have knowledge of this technology and understand it’s sociological and psychological impacts, social benefits, privacy and security risks and potential applications for education.
The student will be able to:
- Assess the impact of social media on the individual and society.
- Identify ways in which social media creates new challenges and opportunities.
- Discuss social media privacy, safety and self-presentation.
- Explain how social media is effected and guided by psycho-social dimensions.
- Engage in the use of social media technologies such as Facebook, Twitter, blogs, wikis and video.
- Analyze and evaluate social media technologies to determine their appropriateness, relevance and use for education.
- Apply reflective analysis.
- Construct individual and collaborative social media projects.
Course Readings & Bibliography
There are no required texts for this course.
Barabasi, A. (2003). Linked: How Everything Is Connected to Everything Else and What It Means. New York, NY: Plume. ISBN 0452284392
boyd, D. (2008). Taken out of context: American teen sociality in networked publics (Doctoral dissertation). http://www.danah.org/papers/TakenOutOfContext.pdf
Brown, J. S., & Adler, R. (2008). Minds on Fire: Open Education, the Long Tail, and Learning 2.0. Educase Review, 43(1), 16-32.
Brown, J. S., & Davison, L. (2010). The Power of Pull: How Small Moves, Smartly Made, Can Set Big Things in Motion. Basic Books.
Institute of Psychology, University of Oslo. (2007). A Study of Self Presentation in the Light of Facebook. Retrieved from http://folk.ulo.no.
Knobel, M., & Wilber, D. (2009). Let’s Talk 2.0. Educational Leadership, 66(6), 20-24.
Lewis, S., Pea, R & Rosen, J. (2010, in press). Beyond participation to co-creation of meaning: mobile social media in generative learning communities. Social Science Information.
Lewis, S., Pea, R., & Rosen, J. (2010). Collaboration with mobile media – Shifting from ‘participation’ to ‘co-creation’. Proceedings of the Sixth International IEEE Conference on Wireless, Mobile, and Ubiquitous Technologies in Education (WMUTE), pp. 112-116, Kaohsiung, Taiwan.(not in library)
Namsu, P., & Valenzuela, S. (2009). Being Immersed in Social Networking Environment: Facebook Groups, User Gratifications, and Social Outcomes. CyberPsychology and Behavior, 12 (6), 729-733.
Pelling,E.L., & White, K.M. (2009). The Theory of Planned Behavior Applied to Young People’s Use of Social Networking Web Sites. CyberPsychology & Behavior, 12(6), 755-759.
Pew Internet and American Life Project. (2010). Internet and Social Media and Mobile Internet Use Among Teens and Young Adults. Retrieved from http://www.pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx
Pew Internet and American Life Project. (2007). Teens and Social Media. Retrieved from http://www.pewinternet.org/Reports/2007/Teens-and-Social-Media.aspx
Shirky, C. (2010). Cognitive Surplus: Creativity and Generosity in a Connected Age. Penguin Press HC. ISBN 1594202532
Sunstein, C. R. (2006). Infotopia: How Many Minds Produce Knowledge. Oxford University Press, USA. ISBN 0195189280
Wakefield, M. A., & Rice, C. J. (2008). The impact of cyber-communication on today’s youth (ACAPCD-14). Alexandria, VA: American Counseling Association.
*Wallis**, C. (2010). The impacts of media multitasking on children’s learnng and development: Report from a research seminar, New York, NY: The Joan Ganz Cooney Center at Sesame Workshop.*
Zittrain, J. (2008). The Future of the Internet—And How to Stop It. Yale University Press. ISBN 0300124872 http://futureoftheinternet.org/download
Blogs for education
Students will look at the use of blogs in education as a tool for building writing, reading and higher order cognitive skills. Students will be introduced to blogs and popular web blogging applications. Students will work hands-on to develop a special interest blog. Student blogs will be evaluated for their use, relevance and importance for education.
Twitter for education
Introduction to Twitter. Students will work hands-on to develop a Twitter account and will follow every class member, the professor as well as 1-2 other Twitter feeds relevant to education or a societal issue. Twitter will be evaluated for its use, relevance and importance for education.
Facebook for education
Introduction to Facebook. Students will work hands-on to develop a Facebook identity and class group which they will use throughout the semester. Facebook Apps for Education will be reviewed and used. The Facebook project will be evaluated for its use, relevance and importance for education.
Reading due: Institute of Psychology
The video revolution and the power of video
Introduction to video creation and sharing through a few of the popular video sharing sites; YouTube, TeacherTube, Vimeo, Metacafe and Hulu. Students will evaluate the pros, cons, uses, missuses and value of these social video environments for education. Students will look at the power of video to engage, motivate, assist with differentiation and “speak a thousand words.”
Wikis for education
Introduction to wikis and popular wiki applications; Wikipedia, Mediawiki, Wikispaces. Students will evaluate wikis for use in education. Students will work hands-on to construct a class wiki. Student wikis will be evaluated for their use, relevance and importance for education.
- Wikipedia Education Project; Wikiversity (online)
Final project presentations
Final project presentations.
Assignments & Grading
Class Participation (10%)
Students will be assessed on quality and depth of class discussions, as carried out through synchronous and asynchronous online activities. Class participation will be based on weekly session topics and collaborative work with class members.
Reflection Discussions/Papers (35%)
Students will be given reading assignments, which they will be expected to read and discuss in class. Their quality and depth of discussion will be assessed. In addition, students will be asked to respond to a special topic or issues related to weekly topics by way of a reflection paper. Some sample reading/reflection topics include:
- (Session 2) How has social media become a strong force in current society? How has social media been used in education as well as in the business, political and medical sectors?
- (Session 3-4) What psycho-sociological traits do humans possesses that makes social media so popular?****How has social media gained a significant foothold in teen life and how do teens use and embrace the various media-rich features of social media to interact on issues? What does this mean for the K-12 students we teach or will teach?
- (Session 5) Is social media a threat to privacy? Why are so many people willing to part with their “private” data? Beyond the safety issues of identity theft, harassment, and personal security, what are the negative consequences of mass over sharing through social media?
- (Session 10) Discuss how and why video is a powerful learning tool.
- (Session 15) Does social media have a place in education? Review, analyze and synthesize what you have learned about social media, its impact on society and on the individual and whether this particular technology has a place in education.
Final Culminating Project (35%)
Each student will design and develop a fully integrated social media lesson. The project will be designed in a way that addresses the parameters for using social media in K-12 education - social aspects, safety, privacy, student differentiation and pedagogy will be stressed. Students will also set-up an actual social media environment, using one of the technologies discussed in class, to support their lesson.