{"id":831,"date":"2012-10-17T09:44:45","date_gmt":"2012-10-17T16:44:45","guid":{"rendered":"https:\/\/blogs.ubc.ca\/lled368\/?page_id=831"},"modified":"2012-12-03T18:23:02","modified_gmt":"2012-12-04T01:23:02","slug":"social-media","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/lled368\/presentations\/social-media\/","title":{"rendered":"Social Media"},"content":{"rendered":"

Presentation Summary<\/span><\/p>\n

Social Media and Folksonomies are online resources that have developed from the birth of Web 2.0. Essentially, the internet has developed from a place where people only obtained information to a place where people can be active participants in what information there is to obtain.<\/p>\n

Social Media is defined as \u201cmedia that is posed by the user and can take many different forms. Some types of social media are forums, message boards, blogs, wikis and podcasts. Social media applications include Google, Facebook and YouTube\u201d (BatchBlue.com).\u00a0 The word folksonomy was coined by Thomas Vander Wal to describe the method of tagging online information that can be done by anyone (Vander Wal, 2007). It is a way of organizing online information that is done by the user with equal emphasis on each tag as opposed to taxonomy which describes tagging that is done by experts and organizes tags by importance.<\/p>\n

A study by Grunwald Associates LLC entitled \u201cEducators, Technology and 21st Century Skills: Dispelling Five Myths A Study on the Connection Between K\u201312 Technology Use and 21st Century Skills\u201d debunks common myths about technology use in the classroom and uncovers some shocking information about the amount of teachers who do not think technology is needed for their lessons (2010). This study describes 21st<\/sup> Century skills as the following: Critical thinking and problem solving, Communication, Collaboration, Creativity and innovation, Information, media and technology skills , Life and career skills, such as flexibility and adaptability, Initiative and self-direction, Social and cross-cultural skills, Productivity and accountability, and Leadership and responsibility (Grunwald Associates LLC, 2010).\u00a0 It also tells us that of Science, Math, Social Studies and English teachers, it is the English teachers who are using technology in class the least. The article suggests, and I agree, that in order to ensure our students are equipped with 21st<\/sup> Century Skills, there needs to be a \u201cshift in typical pedagogy\u201d (Grunwald Associates LLC, 2010).<\/p>\n

The Grunwald suggests that we approach this shift by \u201c[making] a commitment to learning new technologies or applications that can genuinely help your own productivity or student learning. Try them out in your everyday life or with your students. Look to your students or your peers who use technology comfortably. Think through which skills you have and which skills you need to use technology. Use technology more frequently to support student learning.\u201d (2010).<\/p>\n

A good resource for teachers wishing to employ social media is a website listing the 100 Best Web 2.0 tools for use in the classroom as decided by people on the internet: http:\/\/edudemic.com\/2011\/11\/best-web-tools\/<\/a>\u00a0(Dunn, 2011). Essentially, Web 2.0 tools were employed to suggest ways in which teachers can be using Web 2.0 in the classrooms. The website lists everything from twitter and YouTube, to websites that are used to create digital classrooms that allow you to extend your relationship with students beyond the walls of the classroom location (Dunn, 2011). Below are details how to introduce such a site (www.collaborizeclassroom.com) into the classroom. These are ways you can engage your students in activities, resources that you can use in collaboration with your assigned course material, and even provide create outlets for students to present what they are learning.<\/p>\n

There are no PLO\u2019s that specifically direct you to the use of social media and technology. Instead, as you read the PLO\u2019s you will see that it is possible to use social media and technology to reach the majority of these learning outcomes. For example:<\/p>\n

B2 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 read, both collaboratively and independently, to comprehend a variety of information <\/strong>and persuasive texts <\/strong>with some complexity of ideas and form<\/strong>, such as<\/p>\n

\u2013 opinion-based material<\/p>\n

\u2013 student-generated material<\/p>\n

B7 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 after reading and viewing, select and use a range of strategies <\/strong>to extend and confirm meaning, including:<\/p>\n

\u2013 responding to text<\/strong><\/p>\n

\u2013 asking questions<\/p>\n

\u2013 summarizing, synthesizing<\/strong>, and applying ideas<\/p>\n

B8 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 explain and support personal responses to texts, <\/strong>by<\/p>\n

\u2013 making connections with prior knowledge and experiences<\/p>\n

\u2013 describing reactions and emotions<\/p>\n

\u2013 generating thoughtful questions<\/p>\n

\u2013 offering and supporting opinions using evidence<\/p>\n

C10 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 write and represent <\/strong>to synthesize <\/strong>and extend thinking, by<\/p>\n

\u2013 personalizing ideas and information<\/p>\n

\u2013 explaining relationships among ideas and information<\/p>\n

\u2013 applying new ideas and information<\/p>\n

\u2013 transforming <\/strong>existing ideas and information<\/p>\n

 <\/p>\n

In conclusion, Social Media extends the classroom beyond the walls and time frame of your scheduled class. It allows students to participate in ways they may not feel comfortable with in class. Social Media gives students access to many different medias such as videos and photos to help them convey their points, or to gain access into the thoughts of others, be them fellow students or people from other places around the world. It allows students to hear and be heard in a new way.<\/p>\n

 <\/p>\n

 <\/p>\n

Works Cited<\/span><\/p>\n

 <\/p>\n

Alexander, B. (2006) Web 2.0: A new wave of innovation for teaching and learning?
\nEDUCAUSE Review<\/em>, 41(2), 34-44.<\/p>\n

Dunn, Jeff . “The 100 Best Web 2.0 Classroom Tools Chosen By You.”\u00a0Edudemic.<\/span>\u00a02 Nov. 2011.
\n16 Oct. 2012. http:\/\/edudemic.com\/2011\/11\/best-web-tools\/<\/a><\/p>\n

 <\/p>\n

“Educators, Technology and 21st Century Skills: Dispelling Five Myths.”\u00a0Grunwald Associates
\n<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 LLC.<\/span>\u00a0Jun. 2010.<http:\/\/www.grunwald.com\/pdfs\/Educators_Technology_21stCentury-
\nSkills_GRUNWALD-WALDEN_Report.pdf>.<\/p>\n

 <\/p>\n

“English Language Arts 8 to 12.”\u00a0BC Ministry of Education.<\/span>\u00a02007. 16 Oct. 2012.
\n<http:\/\/www.bced.gov.bc.ca\/irp\/pdfs\/english_language_arts\/2007ela_812_9.pdf>.<\/p>\n

 <\/p>\n

“Freedom Of Information and\u00a0Protection\u00a0of Privacy Act.”\u00a0Office of the Information & Privacy
\n<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Commissioner.<\/span>\u00a016 Oct. 2012.
\n<http:\/\/www.oipc.bc.ca\/legislation\/FIPPA\/Freedom_of_Information_and_Protection_
\nof_Privacy_Act (April%202010).htm#part3_division2>.<\/p>\n

 <\/p>\n

Lankshear, C. and Knobel, M. (2006). Blogging as Participation: The Active Sociality of a
\nNew Literacy. American Educational Research Association, San Francisco, US. April
\n11, 2006.<\/p>\n

 <\/p>\n

Nicosia, Laura . “Social Media is Not the Enemy.”\u00a0Slideshare.<\/span>\u00a02 Oct. 2012.
\n<http:\/\/www.slideshare.net\/lauranicosia\/social-media-is-not-the-enemy-social-media-
\nin-english-education-4738626#>.<\/p>\n

 <\/p>\n

“Social Media.”\u00a0Dictionary.com.<\/span>\u00a02 Oct. 2012.
\n<http:\/\/dictionary.reference.com\/browse\/social+media?s=t>.<\/p>\n

 <\/p>\n

“Social Media.”\u00a0Wikipedia.<\/span>\u00a02 Oct. 2012. <http:\/\/en.wikipedia.org\/wiki\/Social_media>.<\/p>\n

 <\/p>\n

“Social Media.”\u00a0Wikitionary.com.<\/span>\u00a07 Oct. 2012.
\n<http:\/\/en.wiktionary.org\/wiki\/Wiktionary:Main_Page>.<\/p>\n

 <\/p>\n

“Social Media.”\u00a0batchblue.com.<\/span>\u00a02 Oct. 2012. <batchblue.com\/glossary.html>.<\/p>\n

 <\/p>\n

Vander Wal, Thomas . “Folksonomy.”\u00a0vanderwal.net.<\/span>\u00a02 Feb. 2007. 16 Oct. 2012.
\n<http:\/\/vanderwal.net\/folksonomy.html >.<\/p>\n

 <\/p>\n

 <\/p>\n

Lesson Plan:<\/p>\n

 <\/p>\n

CONTENT<\/span>: In this lesson, I am going establish a classroom community introducing the students to our digital classroom.<\/p>\n

LEARNERS<\/span>: Grade 9 English Class<\/p>\n

STRATEGIES\/METHODS<\/span>: We are going to establish a classroom community by creating a digital classroom for all the students to belong to. There will be an assignment they must complete on the site that will require them to introduce themselves by discussing a character from their favourite book that they would most like to be.<\/p>\n

RATIONALE:<\/span> This is going to be the way we start off the semester because it allows the class to get to know each other, establish a place of community that all the students feel a sense of ownership in, and also gives us a place where the students can look for assignments, submit create responses to course work, and respond to the ideas of their fellow class mates.<\/p>\n

OBJECTIVES: <\/span><\/p>\n

A2 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 express ideas and information in a variety of situations and forms to<\/p>\n

\u2013\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 persuade and support<\/p>\n

\u2013\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 engage and entertain<\/p>\n

 <\/p>\n

C1 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 write meaningful personal texts that explore ideas and information to<\/p>\n

\u2013 \u00a0\u00a0\u00a0experiment<\/p>\n

\u2013\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 express self<\/p>\n

 <\/p>\n

ACTIVITY:<\/span><\/p>\n

We will have signed out the school\u2019s cart of laptops for the class to complete activity<\/p>\n

10 min: Have students log in and create an account on\u00a0\u00a0 www.collaborizeclassroom.com<\/a> and approve them to the site created for our
\nclass.<\/p>\n

20min: Go through the three activities posted on the blog<\/p>\n

1)\u00a0\u00a0\u00a0\u00a0\u00a0 Voting on Digital Classroom Rules<\/p>\n

2)\u00a0\u00a0\u00a0\u00a0\u00a0 Choose 3 important guidelines for online class work<\/p>\n

3)\u00a0\u00a0\u00a0\u00a0 Write a paragraph about a character in literature that you would like to be<\/p>\n

EVALUATION\/ASSESSMENT:<\/span> Use the character assignment as formative assessment to find out where the students are at with their writing, and what pieces of literature they have connected with in the past to learn about them. It will also serve as a frame of reference for how to engage them in class.<\/p>\n

MATERIALS\/RESOURCES: <\/span><\/p>\n

www.collaborizeclassroom.com<\/a><\/p>\n

ASSIGNMENTS:<\/span><\/p>\n

For homework, assign the students to log into the blog at home, read the comments of their classmates and reply to a minimum of two students per each activity (a total of six responses).<\/p>\n","protected":false},"excerpt":{"rendered":"

Presentation Summary Social Media and Folksonomies are online resources that have developed from the birth of Web 2.0. Essentially, the internet has developed from a place where people only obtained information to a place where people can be active participants in what information there is to obtain. Social Media is defined as \u201cmedia that is […]<\/p>\n","protected":false},"author":473,"featured_media":0,"parent":65,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-831","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages\/831","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/users\/473"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/comments?post=831"}],"version-history":[{"count":8,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages\/831\/revisions"}],"predecessor-version":[{"id":1242,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages\/831\/revisions\/1242"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/pages\/65"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/lled368\/wp-json\/wp\/v2\/media?parent=831"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}