Maloy et al. Transforming Learning with New Technologies any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Transforming Learning with New Technologies Robert W. Maloy Ruth-Ellen Verock-O'Loughlin Sharon A. Edwards Beverly Park Woolf Chapter 8: Communicating and Collaborating with Social Media

Maloy et al. Transforming Learning with New Technologies 8-2 Learning Outcomes Describe how teachers can use communication and social networking technologies as teaching and learning tools Assess and text messaging as information exchanges for teachers and curriculum content for students Understand how teachers can enhance communication and learning using websites and blogs Demonstrate how to create and use teaching blogs Examine wikis as a collaborative learning strategy for students and teachers

Maloy et al. Transforming Learning with New Technologies 8-3 Focus Questions How would you describe the impact of communications technologies for teachers and students? How will your teacher communication systems create positive learning experiences for you and students? How can teachers use or instant messaging to foster information exchanges with and among students? What is the best use of a classroom website or teaching blog and how can it improve learning for students? How can wikis foster collaborative learning among teachers and students?

Maloy et al. Transforming Learning with New Technologies 8-4 Electronic Communication Between Teachers and Students and text messaging Teacher or classroom websites Blogs and microblogs Online discussions Wikis

Maloy et al. Transforming Learning with New Technologies 8-5 Communicating Electronically as a Teacher Synchronous vs. Asynchronous Communication SynchronousAsynchronous Occurs in real-timeInvolves a time delay Converse as if meeting face-to-face Communicators wait for replies, as with mail Examples: phone conversation, IM Examples: threaded discussion, blog

Maloy et al. Transforming Learning with New Technologies 8-6 Social Networking for Educators Social Networking: sharing personal information and profiles online using texting, blogging or websites for social purposes –Often restricted during school hours Educational Networking: sharing educational, curriculum and instructional information for professional purposes –Teacher-to-teacher discussions, book groups, connecting to policy/reform organizations, exchanging research, group editing of projects/writing

Maloy et al. Transforming Learning with New Technologies 8-7 Integrating Electronic Communications into Your Teaching Teaching beyond the school day –Continue interaction when class is out –Share notes, inquiries, assignments, Web links, suggestions Engaging Students –Puts students in position of “doing” rather than watching/listening Sharing information with families –Maximize in-class instruction time –Minimize confusion and doubt

Maloy et al. Transforming Learning with New Technologies 8-8 Using Electronic Communications in Your Teaching Building learning communities –Create connections that make individuals part of learning groups through meaningful activities –“I Wonder Questions” open discussion topics Publishing student work –Displaying student work celebrates student work and gives it permanence –Students can be active partners in creating/maintaining a teacher or classroom communication system

Maloy et al. Transforming Learning with New Technologies 8-9 Using Electronic Communications in Your Teaching Energizing student writing –Teachers open multiple opportunities for students to express ideas in writing –Writing is the “neglected R” in many schools –Students are eager and expressive writers when communicating with friends or for themselves in a journal –Writing along with verbal and artistic communication lets students express ideas and information they might not otherwise share

Maloy et al. Transforming Learning with New Technologies and Text Messaging Strategies for using and IM –Use for official communication –Establish connections with libraries, museums and universities –Initiate correspondence with elected officials –Hold online office hours –Use text messaging to teach about spelling Electronic mail messages that are sent between people using computers and the Internet Instant Messaging (IM): Real-time, typed text communications between people using computers or mobile devices

Maloy et al. Transforming Learning with New Technologies 8-11 Websites and Blogs for Teachers and Students Teacher/Classroom website –Teacher website: devoted to personal work as a teacher and educator, or as an online portfolio –Classroom website: devoted to the activites of a classroom; focus on students, not teacher Teacher blog –Online journal of information/ideas on teaching –Can spark conversation/interaction with students

Maloy et al. Transforming Learning with New Technologies 8-12 Differences Between Websites and Blogs Blogs are easy to create and manage Websites feature a more formal tone and format Blogs invite personal voice and informal style

Maloy et al. Transforming Learning with New Technologies 8-13 Teacher Blogs Uses of Teacher Blogs Student learning: create new forums for learning Student/family communications: offer transparency and insight into the classroom Professional networking: foster communication with other teachers Three Types of Education-Related Blogs Organizational blogs: formal information center for schools Subject blogs: address a single subject area Teaching and learning blogs: student-teacher communication around curriculum

Maloy et al. Transforming Learning with New Technologies 8-14 Design Decisions in Building a Teacher Blog Content Posting –How often do you add/replace content? Reader Response –How are reader comments allowed and managed? Is it a conversation area? Audience –Who may can view the site? Is it open, or limited to students in a given class? Authorship –Who may post? Is it one person or several?

Maloy et al. Transforming Learning with New Technologies 8-15 Examples of Blog Design Decisions by Teachers Teacher A: Single author of a site with regular updates; open to all Internet users but with no comments offered Teacher B: Multiple authors (teacher and students) with infrequent postings; password protected; students required to comment Teacher C: Primary (but not only) author; students required to respond to frequent postings on password-protected site

Maloy et al. Transforming Learning with New Technologies 8-16 Analyzing Teacher-Made Websites and Blogs Creating a blog requires planning and care Criteria for analysis Locally-created sites may lack polish of commercial sites Locally-created sites may be inviting to students Design/Aesthetics Discussion Options Information Up to Date Links Class Logistics Contact Information Overall Impressions

Maloy et al. Transforming Learning with New Technologies 8-17 Strategies for Moderating Online Discussions Focus on issues that have meaning and relevance to your students Stress the importance of active, thoughtful participation Emphasize rapid versus feedback Establish clear rules for online conduct Respond directly but tactfully Develop an online reading response form for your students

Maloy et al. Transforming Learning with New Technologies 8-18 Wikis as a Collaborative Learning Strategy Wikis allow multiple users to collaboratively build and maintain a Web page In schools, wikis allow students and teachers to: –Integrate technology in meaningful ways in the classroom. –Collaborate with peers and colleagues. –Synthesize and explain academic content Publish writing and other creative or scientific work –Receive feedback about teaching and learning both inside and outside the classroom

Maloy et al. Transforming Learning with New Technologies 8-19 Collaborative Learning Environments Wikis make collaborative learning environments possible –Students work together on projects –Teachers support peer-to-peer interaction and learning –Teamwork, question asking, and critical thinking –No one individual has all the knowledge or does all the work –Writing and editing is visible for everyone to see what has been contributed

Maloy et al. Transforming Learning with New Technologies 8-20 Building a Standards Wiki A standards wiki can help teachers address curriculum frameworks –Collection of academic information and materials –Directly connecting curriculum frameworks and standards

Maloy et al. Transforming Learning with New Technologies 8-21 Creating a Wikitext Wikitext: collection of electronic resources created together by teachers and students –Students are put in decision-making roles Hightened sense of engagement –Students become content creators, not receivers –Review important information easily

Maloy et al. Transforming Learning with New Technologies 8-22 Strategies for Using Wikis with Your Students Establish and maintain collaboration between students –Group processes Students work in small groups or as individuals for presentation to the group –Nature of the wikitext Start fresh or work with previously created material? –Inappropriate or plagiarized material Make clear rules, be a careful editor –Grades for students Provide clear expectations and grading rubrics