course Description
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Beginning with the underlying philosophy of Web 2.0, this course will investigate educational use of social media (e.g., Twitter, Facebook, Youtube), open and fenced systems, developmentally appropriate use of social media, digital footprint considerations, development of digital citizenship, as well as the evolution of supporting policy and procedures. |
Course Learning Outcomes
- Develop knowledge of key social media terms & concepts
- Develop understanding of the functional BC contexts & constraints including:employment considerations, professional ethics, privacy tension, BC legal, social justice, school policies/procedure
- Analyze the BC educational context for social media use.
- Contemplate a potential model to scaffold developmentally appropriate use of social media/networking tools K-12 as a way to support responsible tool selection.
- Understand the concept of a "fenced" or "closed" social media/networking tool to support responsible tool selection K-12.
- Scaffold digital citizenship from K-12 to professional level of educators
- Develop practical and technical skills in all phases of concept, development, design, implementation, etc.
- Understand, design and commit to student success in online learning environments
Evidence of Learning #1: Boundaries Paper
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OLTD Learning Outcomes Addressed:
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Teachers & Social Media in the BC Context-BOUndaries paper
This evidence of learning was a synthesis of many key ideas and key players that govern social media use in the context of British Columbia. The topic for the paper was to address the boundary issues of social media in terms of managing our digital footprints; acting in a professional capacity; managing privacy, safety, policy and social justice concerns. More specifically, the paper was to consider how social media can be used as an educational tool and how British Columbia educators must examine these boundaries issues for protection of our students. Julia Hengstler's vast list of articles, videos, and other resources provided ample evidence to support my thinking throughout this academic paper.
Through research and writing this paper, I was able to synthesize just how complex and challenging these issues are, and how awareness of these issues are vital to ensure the safety of both ourselves and our students. As on online educator, I see the value of social media as an information delivery tool in the classroom, and I would be remiss not to find purposeful ways to integrate social media into my own practice. But, I must also be aware to the concerns over boundaries around social media use, and exercise caution with social media--teaching appropriate use and proper etiquette of social media and how to manage one's digital footprint--preceding our inclination to unleash them into the world of social media.
Through research and writing this paper, I was able to synthesize just how complex and challenging these issues are, and how awareness of these issues are vital to ensure the safety of both ourselves and our students. As on online educator, I see the value of social media as an information delivery tool in the classroom, and I would be remiss not to find purposeful ways to integrate social media into my own practice. But, I must also be aware to the concerns over boundaries around social media use, and exercise caution with social media--teaching appropriate use and proper etiquette of social media and how to manage one's digital footprint--preceding our inclination to unleash them into the world of social media.
Evidence of Learning #2: Summary of Learning
Reflections on Social Media Issues
Prior to taking this course my understanding of social media was very limited--I considered myself an infrequent user of very few social networks. The literature Julia Hengstler provided covered a vast number of topics and considerations of social media use, such that I became deeply immersed in the learning and I wanted to give serious consideration to the topic. The focus of the my video explored my attitudes and perceptions of social media (within a BC context) when I began this course, where I am now, and where I'd like to go.
By completing this course and this activity, I recognize the inherent potential of social media as an educational tool, but I am now also cognizant of the need to be mindful that engaged social media behaviour must be scaffolded and modeled by educators and adults alike. We need to remind students to recognize that their words have impact, in both positive and negative ways; to teach with caution, but on the other hand, too much caution may consequently lead to a “technopanic mentality” where draconian educational policies hinder our ability to use and access social media in our schools (Dunn, 2012). As an online educator, the use of social media has many implications in terms of privacy, safety, and equity for both students and teachers, as such I now believe that teachers much take a leadership role in modeling strong social media engagement in order to harness the power and positive benefits of social media technologies in our classrooms.
By completing this course and this activity, I recognize the inherent potential of social media as an educational tool, but I am now also cognizant of the need to be mindful that engaged social media behaviour must be scaffolded and modeled by educators and adults alike. We need to remind students to recognize that their words have impact, in both positive and negative ways; to teach with caution, but on the other hand, too much caution may consequently lead to a “technopanic mentality” where draconian educational policies hinder our ability to use and access social media in our schools (Dunn, 2012). As an online educator, the use of social media has many implications in terms of privacy, safety, and equity for both students and teachers, as such I now believe that teachers much take a leadership role in modeling strong social media engagement in order to harness the power and positive benefits of social media technologies in our classrooms.
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