Bloggers: Suntrax (Jordan, Chris, Max, Lauran, Andi & Kelli M)
To tweet or not to tweet, that is the question! Students these days are always on social media. They are usually up-to-date with the newest craze or app and appear to be tech savvy, by gaining various forms of information and knowledge from all over the world. In the new age of technology, pedagogical strategies are always changing and developing. Therefore, when dealing with these tech savvy students, it is now vital for teachers, and schools to understand and incorporate technology into their lessons. Teachers say they are keen on keeping up with the times and developing new pedagogical strategies for their different classes, so we ask:
Why shouldn’t teachers be using social media to learn from each other, share ideas and change their teaching strategies?
Goodyear, Casey, and Kirk (2014) present this idea and outline that social media sites such as Facebook and Twitter are virtual platforms that allow users to professionally cooperate, share and exchange information. Social media emerged as a viable and effective virtual learning place for educators as the interactions promoted teacher inquiry, encouraged them to work together and develop shared practices (Goodyear et al, 2014). Rosen (2010) also recognises that we are a part of this revolutionary trend and while Facebook and Twitter were originally developed for social networking, these sites are increasingly being used as part of teachers’ pedagogical practice.
As future educators, we believe that sharing resources, ideas and different pedagogical strategies is one of the best ways to cope with the ever-changing landscape of pedagogy, curriculum and assessment (Penney, Brooker, Hay and Gillespie, 2009). Adler (2000), states that it is essential to connect with other teachers, share ideas and collaborate as our learning as teachers never ends, and learning in itself is not restricted to boundaries. However, this flexible nature of social media sites presents a double edged sword. From an advantageous perspective, using social media spaces for the distribution of professional information is an incredible resource, as it allows for sharing at any time of the day to the world. In effect, this alleviates some of the financial and time constraints of a busy teacher (Goodyear et al., 2014). However, it is recognised that not all information presented may be authentic, so we must take a viewpoint that it is essential that social media should be read with a critical outlook.
We believe that social media should be acknowledged as a voluntary means and we also recognise that some teachers will not be comfortable using the virtual networks. However, the point of engaging social media as pedagogical innovation, is to create an inclusive community environment of educators. It is important not to alienate those who are less equipped in using ICT’s and consider themselves as digital immigrants (Prensky, 2001).
In the case of Goodyear et al.’s study this was a major limitation. All participants were aged between 24 and 37 and were competent in using social media sites. In the real world, less technologically inclined teachers cannot be disregarded. Consequently, as a HPE community we need to develop some strategies to empower and facilitate their shift into a new learning world. We pose this question to you:
Should we bother at all and if we do, what support mechanisms can be implemented?
We are immersed in an advancing technological world and this global phenomenon has sparked professional interaction and sharing of resources in an online social context. A common goal of all involved in the HPE vocation is to develop informed curriculum and keep up to date with pedagogical changes. This joint enterprise can be assisted through the use of social media as an effective means of distributing professional information. Essentially, social media are spaces for interactions with colleagues and professionals that can give or share information and support. But as new forms of communication enter our social sphere, will the current social sites become more or less obsolete. Only time will tell. So we conclude by asking:
Do you see the benefits in using social media for professional development? If you do, will you use it as a learning tool?
TecHnoloPE 
You pose a very interesting question and one that leads me to consider my strengths as a teacher growing up as a ‘digital native.’ As a physical educator, I would utilise social media as a learning tool as my ability to navigate it in context, would generally be proficient. That being said, more often than not, we tend to find that ‘today’s’ teachers are structuring part of, or whole learning units off the back of some form of a technological resource (i.e. Click view, The learning place and Youtube). You mentioned social media as a key learning tool for teachers and resourceful for PD, when it provides authentic learning materials and is used effectively.
I wonder though, how social media can provide professional development, that is standardised and as you posed ‘authentic.’ The only way I can envisage social media as being an effective tool for PD, is when it is transferred via reputable groups/organisations (e.g. Facebook, twitter) and is moderated prior to implementation. I still encourage fellow educators to use social media for learning purposes, as it provides its patrons with an array of resources not only of benefit in the classroom, but also for external communication with colleagues in the professional sphere. What ways do you think social media can facilitate standardised PD for teachers, that translates into student learning?
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This daze of technology and the revolutionary trend of utilising social media outlets such as Facebook and Twitter as a means of collaborating, modifying and improving pedagogical practice seems to be a ‘hot topic’ and is well discussed throughout this blog. As a future educator myself I absolutely agree that it is pragmatically vital teachers understand and incorporate technology within their lessons, after all, we are teaching students, which as you mention are ‘tech savvy’. I support the notion you highlighted which was put forth by Penney et al (2009),that sharing is one the best ways to cope with the ever-changing landscape of pedagogy, curriculum and assessment. I am also in complete accordance that social media can be a means of achieving this in a time and cost efficient manner. However, as discerningly discussed within your blog, technology and social media sites pose an array of problematic outcomes. Although these problems were addressed, I feel as though there are further implications which need to be overcome to ensure that all teachers and not just the ‘tech savvy’ or ‘digital native’ teachers are the ones utilising the fantastic opportunities created by technology. So to answer your question, yes, we absolutely must bother!!! Isolating and distancing the less digitally inclined teachers will ultimately contribute to increasing the evident disparities within the teaching practice. And in regards to support mechanisms, an implementation could include an increase in professional development (PD) opportunities based purely on technology integration within the classroom. These PD sessions could be achieved by either outsourcing a specific company specialising in technology education for curriculum, assessment and pedagogy. Or even more simply, utilising newly graduated teachers (either first or second years) who could conduct sessions educating and assisting those teachers who identify as limited with either confidence or competence in regards to technology and the classroom. This later implementation of using newly graduated teachers as a ‘breath of fresh air’ through a school would be a highly cost effective strategy with the benefits having a wider effect on the schooling community.
Of course these implementations are only the beginning and the possibilities are vast. We are aware of the benefits of utilising technology and specifically social media sites such as Facebook and Twitter and we understand that they provide a medium of teacher collaboration opportunities, so as an upcoming graduating teacher I see it as my duty to provide these opportunities for all teachers- don’t you? I definitely see the benefits of using social media and I already employ it as a learning tool- it is time the rest of the teachers got on-board…well at least online!
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I completely agree with the notion that social networking sites are helpful for professionals. Tools such as Facebook and Twitter can promote and foster a positive work environment through aiding collaboration, which is particularly vital for those in the teaching profession. Facebook has become less about simply chatting to friends or “liking” posts and photos, but rather has become more about organizing important events and activities.
Recent studies have shown that the majority of university students are using Facebook for some sort of informal academic purpose every week. Purposes such as revision and the arranging of group work are initiated by students themselves and are not technically a formal requirement of the course (Madge, Meek, Wellens & Hooley, 2009). This argument can be directly linked with our HMS cohort, which has its own Facebook page named “HM Teaching Class of 2015”. This group is a space where we share resources, lesson plans, assignment ideas, questions, concerns, and updates from lecturers as well as social support. This sharing process has guided me to become a better teacher and provided me with the tools essential for my practical experience. My opinion is shared by students who were interviewed in a recent study where they believed “every degree should have its own Facebook group so people from the same course can communicate asking for advice and help in assignments” (Madge, Meek, Wellens & Hooley, 2009).
According to Bartlett-Bragg (2006), providing informal learning contexts by integrating emerging social networks and existing learning practices becomes significantly important to attain more robust learning opportunities (Bartlett-Bragg, 2006) What can be taken from the study to further the points made by Suntrax is the knowledge that while social networking sites can be useful to aid teacher collaboration, students are also likely to benefit. In response to your question, I will certainly be using social media as a learning tool for my students in the future.
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For many people teaching is a process that involves an ongoing learning process from all parties involved (Eades, 2008) therefore it is important to always be learning more in order to be a better teacher. As stated in your blog, social media such as Facebook and Twitter are great tools for ‘digital natives’ to use as an educational aid as we are able to understand how these tools can be used in both positive and negative ways. I believe that there are two key questions we need to be asking before using social media as a teaching tool.
• Will the positive outcomes outweigh the possible negative implications of using social media as a teaching tool?
• Is the use of social media as a teaching tool relevant to the teaching area in a way that promotes student learning?
If the answer to both of these questions is yes then the use of applying social media to learning may benefit the students. Parker and Chao (2007) found that students find digital media more engaging than traditional research methods such as reading books; therefore if the circumstances are viable, integrating social media as a teaching tool seems like a wise decision that will promote student learning through technological engagement.
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I definitely agree with the idea that social networking sites are very helpful for professionals. Sites and tools such as Facebook, twitter and online bogging can foster a great work environment, as it aids in collaboration and provides teachers with a area in which they can share ideas, ask questions and gain feedback on their ideas. Facebook and twitter these days are more than just about “liking” posts or updating statuses, however more about organising events, group assignments and collaborating/discussing ideas.
Teaching is a process that involves an ongoing learning process from all parties involved (Eades, 2008). It is therefore essential to continue to learn off other people whether it be teachers, peers, children or colleagues in the professional field. Studies have found that social media sites such as Facebook are used daily for students collaborating work such as group assignments, asking questions, talking and gaining ideas about assessment as well as sharing resources (Madge, Meek, Wellens & Hooley, 2009). Twitter is much the same in that there are many accounts dedicated primarily to educating, collaborating and talking about different resources dedicated to enhancing the Physical Education curriculum. There are thousands of teachers that follow and discuss ideas with accounts such as “PE Geek”, “PE Chat”, and “The Physical Educator”. This I believe is so incredibly crucial in our developing world and within the Physical Education department. There is always new ideas, ways of doing things and different resources available to enhance lessons, and this is identified and highlighted through such social media sites. However, does this collaboration and discussion through social media directly help or hinder student learning?
I believe that you have raised a very interesting and relevant point, in which I agree with. I will definitely be using social media in the future to engage with other Physical Education teachers and essentially improve and collaborate to enhance my own teaching practices.
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I definitely agree with the idea that social networking sites are very helpful for professionals. Sites and tools such as Facebook, twitter and online bogging can foster a great work environment, as it aids in collaboration and provides teachers with an area in which they can share ideas, ask questions and gain feedback on their ideas. Facebook and twitter these days are more than just about “liking” posts or updating statuses, however more about organising events, group assignments and collaborating/discussing ideas.
Teaching is a process that involves an ongoing learning process from all parties involved (Eades, 2008). It is therefore essential to continue to learn off other people whether it be teachers, peers, children or colleagues in the professional field. Studies have found that social media sites such as Facebook are used daily for students collaborating work such as group assignments, asking questions, talking and gaining ideas about assessment as well as sharing resources (Madge, Meek, Wellens & Hooley, 2009). Twitter is much the same in that there are many accounts dedicated primarily to educating, collaborating and talking about different resources dedicated to enhancing the Physical Education curriculum. There are thousands of teachers that follow and discuss ideas with accounts such as “PE Geek”, “PE Chat”, and “The Physical Educator”. This I believe is so incredibly crucial in our developing world and within the Physical Education department. There is always new ideas, ways of doing things and different resources available to enhance lessons, and this is identified and highlighted through such social media sites. However, does this collaboration and discussion through social media directly help or hinder student learning?
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Social media is here, and yes I will be incorporating it into my classroom as it’s another tool that you can make the classroom more engaging, relevant and culturally diverse. Social media has become the norm in today’s society and as a future teacher I play a key role in promoting students development of digital literacy in the 21st century (Casey, 2013). I don’t want to be the reason for my students falling behind other students that are known as ‘tech savvy’. As said in your blog, Casey, and Kirk (2014) have said that social media sites allow uses to exchange information. This is useful in knowing what other teachers are teaching as well as exchanging useful teaching resources such as lesson plans that integrate technology into the classroom for those teachers that may be not ‘tech savvy’.
However I do question the safety of social media. Do you have to seek parents’ permission before allowing the students to engage in social media or ICT’s in the classroom? What happens if parents say no?
The only issue I have when using social media in the classroom is linked to the quote “While one may argue that students have historically found ways to become distracted in the classroom, students’ fixation on social media proves to be a more powerful distraction than most” (Abe & Jordan, 2013). Will my teaching be as engaging when students are hooked on their phone/laptops?
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In the current day and age, you are naïve if you think that we aren’t progressing rapidly on the social media front, especially for the educational learning purposes discussed. In response to your question ‘do you see the benefits in using social media for professional development?’ I can say that I completely do. So much of everything we do revolves around technology and social media, and I believe that professional development for teachers is, and should be, no different. If we take our cohort for example, Facebook is a main form of communication. We have our own Facebook group which is the hub to many questions, ideas and shared resources relating to our chosen profession and teaching area. This is simply an example of how we, as pre-service teachers, can benefit from social media for our professional development; but we are not alone. Research concludes that many other university cohorts use Facebook and other social media for the same reasons as us (Selwyn, 2009; Smith & Lambert, 2014).
The reason for this may be explained by Penney and colleagues (2009) who argue that the sharing of these resources is one of the best ways in dealing with the changes in the interrelated triad of curriculum, pedagogy and assessment, and I think most would agree on this. But with the rapid progression of technology and social media, when will it stop? When will online communication take over and become more highly regarded than old fashioned face to face contact?
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This revolutionary trend of utilising social media outlets as a means of collaborating, modifying and improving pedagogical practice is well discussed throughout this blog. As a future educator I agree that it is pragmatically vital teachers understand and incorporate technology within their lessons. I support the notion you highlighted which was put forth by Penney et al (2009),that sharing is one the best ways to cope with the ever-changing landscape of pedagogy, curriculum and assessment and that social media can be a means of achieving this. So to answer your question, yes, we absolutely must bother! Isolating the less digitally inclined teachers will ultimately contribute to increasing disparities within the teaching practice. In regards to support mechanisms, I believe an implementation could include an increase in professional development (PD) opportunities based on technology integration within the classroom. These PD sessions could be conducted by newly graduated teachers who could educate and assist the less confident and competent teachers. We are aware of the benefits of utilising technology and specifically social media sites such as Facebook and Twitter and we understand that they provide a medium of teacher collaboration opportunities, so as an upcoming graduating teacher I see it as my duty to provide these opportunities for all teachers- don’t you? I definitely see the benefits of using social media and I already employ it as a learning tool- it is time the rest of the teachers got on-board…well at least online!
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The use of social networks complements and enhances teaching in traditional classroom (Al-Mukhaini et al, 2014). In the past few years, there has been a rapid growth in the availability and uptake by many colleges and universities of teaching their courses to their students online, and the effectiveness of learning by using different social networking tools has increased due to the increase in provision of these electronic courses for students (Tham & Werner, 2005).
Since educators are already embracing the advances in technology why not use it to collaborate amongst a staffroom or amongst staffrooms around the country?
By building this community through a social network will assist educators to improve their quality of teaching through the clarification of teaching goals and desired student outcomes (Knapper & Cropley, 2000; Lavy, 2009).
In my experience at University using collaboration on social networking sites allows the cohort to discuss upcoming assessment, share articles and build a closer community through general chat amongst people who may not see each other outside of the lecture theatre.
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Having an understanding of current technology is paramount for teachers, both in dealing with ‘tech savvy’ students and especially for the skillful application of new pedagogical methods into the classroom. Students have a plethora of information within their reach, due to technology advancements such as the rise of social media. Teachers could learn a lot from this, as it is easy with the help of social media to get in touch with peers and others involved in the educational industry.
As a future member of the teaching profession, I agree with Rosen (2010) in the fact that social media such as Facebook and Twitter can now serve as a tool for improving professional and pedagogical practice. It allows ideas to be shared worldwide, and allows professionals to communicate who may not have otherwise been in contact. However, I also agree with Goodyear et al (2014) in that teachers must take a critical viewpoint on ideas shared, as their own situation must be taken into account as well as the quality of the source.
Prensky (2001) outlines that some teachers may not be comfortable with the use of social media for professional practice. Although for those who engage with it in the right way it is a very good way of broadening horizons and opening to ideas, will those who do not use it in this way eventually be at a disadvantage? Only time will tell.
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I wholeheartedly agree that social media is an exciting frontier, allowing pioneering teachers to learn from each other and share ideas and pedagogical practice. Not only do I think social media presents an exciting new prospect in the exchange of teaching ideas, but I believe integration of this technology will improve pedagogical practice. Just like faculty meetings, social media can be used to share and evaluate ideas, however where this is different to the weekly staff meetings at my prac school, social media offers insights from a variety of teaching contexts. There is a consideration that there may be teachers who may not be able to talk the technological-lingo as well as others, therefore not reaping the benefits of social media. However, Bull, Thompson, Searson, Garofalo, Park, Young and Lee (2008), believe that teachers who may be classified as ‘digital immigrants’ (Prensky, 2001) are now presented with an exciting opportunity work with student teachers who are ‘digital natives’. As a result, this presents the opportunity for both parties to develop as teachers through a combination of, technological, pedagogical and content understanding. Due to this reason, I believe that we should preserver with the implementation of social media in teacher liaison, as things can only get better from here.
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Something, which caught my attention in this article, is the statement by LaMaster (1996) in regards to, “face-to-face communication is often considered the richest and most effective method in reducing discussion ambiguity”. I found this to be interesting as it captures the essence of back to basics.
Technology-driven initiatives and electronically delivered programs are revolutionizing how we work and learn. Technology is no doubt increasing rapidly and therefore changing the ways of life through teaching and professionalism dramatically. Developments in telecommunications, in particular, have led to an explosion in online instruction such as e-mentoring which are constantly remodeling the world we live. It’s constantly changing and we as pre-services teachers need to keep up with the ‘new and approved’ otherwise we then become stuck in our old ways and become digital immigrants. To answer your question about the effect on my performance and development progress as pre-service teacher through using e-mentoring with my supervisor. Yes, I do believe it effects my performance, development and even professionalism to an extent. To a degree it does not hinder my relationship, but however builds it through e-mentoring. For instance, there have been various occasions where I needed to get in touch with my supervisor outside of school hours, and many times where he has been absent on short notice and needed to contact me. However, I believe only having an e-mentoring relationship is not effective or beneficial in anyone’s career development. Research through Peter Knight and Weijun Zheg (2009) have done various researches into particular areas such as elementary schools and found that through reports and data e-mentoring was a successful launch and continued for a further years.
Therefore, I ask myself this. With the new era of technology increasing, will it continue to develop to an extent where face-to-face communication will become a thing of the past? Furthermore, if so, resulting in hindering all relationships of mentoring?
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At first thought, I believed that social media would not be appropriate or effective for use within the classroom. When you hear that over one million students have been harassed, threatened or subjected to cyberbullying on Facebook during 2011, it makes you wonder ‘why would you want to include social media within the schooling environment or curriculum?’ (Enough is Enough, 2013).
Thinking about it from another prospective, using social media may actually help students to work as a team within their class. There is actually a myriad of options and opportunities to use social media within the classroom – especially when teachers are able to monitor the sites regularly. There are sites similar to Facebook called Edmodo and Google groups, where students can share their information with others and their teachers. Twitter can also be used as an alternative environment for sharing and learning (Robinson, 2013). The issue of bullying is still evident; therefore the question of how it would be policed within the social networking world must be addressed. Who would be in charge of watching the sites and what would the consequences for students who engage in it? If this issue is addressed, then social media would be ideal to use throughout the schooling curriculum.
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Social media really is the future I mean I’m making this comment through a twitter account which just goes to show that everything is connected! I enjoyed your post and I do agree that social media is an exciting tool that can be used to improve my own skills as a teacher but also provide students with a more engaging learning experience. A good lesson I feel is one that is inclusive and draws upon students interests and expertise to make the content and learning experience more relevant. Penney & Hay (2008), discuss that in order to make lessons more inclusive, engaging and equitable, a teacher needs to recognise and acknowledge students skills and the need for particular strategies which can enhance engagement. What better way to do this than by utilising social media to promote learning! I find in most lessons I will tell students to get off their phone too many times but what if this is incorporated into their learning to facilitate learning and engagement. Students could be asked to do surveys the opportunities are endless! As a teacher it gets even better as social media provides a connection to millions of people around the world making it the ideal spot to get resources and ideas. Yes some may not work for your class but I guess you never know until you try. I feel that if we are asking students to get online and do research we should too in order to keep up with the times, honestly I spend too much time on social media I may as well use it as time to get some free professional development!
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Moyle (2010) highlights the need to equip students with the skills to be capable and successful in life and word, in a society and culture so digitally rich through the inclusion of technology and ICTs in the classroom (Moyle, 2010). In light of this, I believe technology needs to be embraced in the Physical Education ‘classroom’ to enhance student learning. Studies such as those conducted by Sinelnikov (2012) who found use of iPads within a Sports Education (SE) unit to aid in students abilities to appreciate the rules, understand game strategies, and develop skill competency through video analysis, support the inclusion of ICTs for student benefit and optimal learning outcomes. What I ask is why limit such success to the classroom? What about the staff room?
I think the beauty of such platforms is the opportunity for teacher collaboration, which is an important ingredient in student success as identified Burns (2011) who states “the world’s best school systems depend of teacher collaboration”. I agree with Goodyear, Casey, and Kirk (2014) and their idea of social media sites such as Facebook and twitter operating as a digital platform for such collaborative teaching, data sharing and discussion that is restricted on current school shared networks such as G-Drive or student Drive, which operates at the current school where I have been serving prac. This school uses ‘G-drive,’ an accessible drive on the school network, to upload and edit documents. However, what G-Drive is lacking is the opportunity for discussion around such edits. Facebook, Twitter and other social media sites bring forth the opportunity to collaborate and discuss – and therefore promotes a whole new level of teacher inquiry at the click of a button.
The key issue is getting everyone on board, the nature of social media and issues surrounding authenticity of information. I believe the latter two – the nature of social media and authentic concern are easily overcome by teacher professionalism. Surely teachers can ensure school based interactions on Facebook remain authentic and professional – we are trained professionals ourselves. I believe the challenge lies in including those who are not “born digital” – but as technology evolves and becomes a great part of our lives, and new teachers of the 21st century enter the working world, surely there will be enough ‘digital natives’ about to guide their confused counterparts one click at a time to a space of teacher collaboration, growth and idea sharing within the realms of social media?
It is a initiative that with all on-board, will only enhance our communication and collaboration with our colleges and in turn our teaching and student success.
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