Bibliography: Social Media (page 098 of 144)

Loveless, Douglas J., Ed.; Griffith, Bryant, Ed.; Bérci, Margaret E., Ed.; Ortlieb, Evan, Ed.; Sullivan, Pamela, Ed. (2014). Academic Knowledge Construction and Multimodal Curriculum Development, IGI Global. While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents practical conversations with philosophical and theoretical concerns regarding the use of digital technologies in the educational process. This book will also aim to challenge the assumption that information accessibility is synonymous with learning. It is an essential reference for educators and practitioners interested in examining the complexity of academic knowledge construction in multimodal, digital worlds. Following a foreword by Sara Smitherman Pratt, a preface by Douglas J. Loveless and Bryant Griffith, and an acknowledgment section by Douglas J. Loveless, Bryant Griffith, Margaret E. Bérci, Evan Ortlieb, and Pamela M. Sullivan, the following chapters are presented: (1) Cyborgs and Cyberpunks: Implications of Digital Literacies in Schooling (Douglas J. Loveless); (2) Digital Literacy and the Emergence of Technology-Based Curriculum Theories (Melissa N. Mallon and Donald L. Gilstrap); (3) Speed Bump vs. Road Kill on the Fiber-Optic Highway: Teacher Self-Perception in the Information Age (Margaret E. Bérci); (4) Philosophical Guidelines for the Social Studies: Enhancing Intelligence with Digital Tools and Artifacts (Daniel W. Stuckart); (5) Teaching and Learning Fused through Digital Technologies: Activating the Power of the Crowd in a University Classroom Setting (Xiaohong Yang); (6) Designing for Computational Expression: Four Principles for the Design of Learning Environments towards Computational Literacy (David Weintrop); (7) Preservice Teachers' Knowledge Construction with Technology (George Zhou, and Judy Xu); (8) Multimodality in the Preparation of Teachers of the Social Studies (Margaret E. Bérci); (9) Building Knowledge: Implementing PBL and Using Mobile Apps as an Approach to Learning (Samuel B. Fee); (10) Preparing Preservice Teachers to Thread Literacy across the Curriculum with Blogging and Digital Storytelling (Pamela M. Sullivan and Natalie Gainer); (11) Identifying the Applicable Nature of Social Media as Tools for Advancing Preservice Teachers' Epistemologies (Stephanie Grote-Garcia, Norman St. Clair, Elda Martinez, and Bobbie Holmes St. Clair); (12) Emergent Digital Literacy and Mobile Technology: Preparing Technologically Literate Preservice Teachers through a Multisensory Approach (Helen Mele Robinson); (13) Fostering Early Literacy Skills with Technology (Pamela M. Sullivan, and Marianne Baker); (14) Teaching Literacy through Technology in the Middle School: A Case Study (Sharon E. Green, and Mason Gordon); (15) The Use of Digital Story Expressions with Adolescents to Promote Content Area Literacy (Laurie McAdams, and James Gentry); (16) Study Skills in the Digital Age (Valerie J. Robnolt, and Joan A. Rhodes) (17) Interweaving the Digital and Physical Worlds in Collaborative Project-Based Learning Experiences (Michelle E. Jordan); (18) Preparing Intermediate and Secondary Teachers of Reading Today: Apprenticeship Models with Emerging Tools (Katie Dredger); (19) A Second Life in Qualitative Research: Creating Transformative Experiences (Kakali Bhattacharya); (20) Framing Complexity: Digital Animation as Participatory Research (Douglas J. Loveless and Aaron Bodle); (21) Digital Icarus?: Negotiating the (Dis)Advantages of Video in Research Settings in the Digital Era (Dino Sossi); (22) Understanding Students' Perspectives as Learners through Photovoice (Teresa Harris and Miemsie Steyn); and (23) Of Embodiment and Ether: Masculinities and Negotiating an Understanding of Complex Communities (Jim Burns). An afterword by Douglas J. Loveless and Bryant Griffith, a section about the contributors, and an index are also included.   [More]  Descriptors: Curriculum Development, Technology Uses in Education, Technological Literacy, Teacher Attitudes

Chau, Clement (2010). YouTube as a Participatory Culture, New Directions for Youth Development. There is an explosion of youth subscriptions to original content-media-sharing Web sites such as YouTube. These Web sites combine media production and distribution with social networking features, making them an ideal place to create, connect, collaborate, and circulate. By encouraging youth to become media creators and social networkers, new media platforms such as YouTube offer a participatory culture in which youth can develop, interact, and learn. As youth development researchers, we must be cognizant of this context and critically examine what this platform offers that might be unique to (or redundant of) typical adolescent experiences in other developmental contexts.   [More]  Descriptors: Web Sites, Video Technology, Electronic Publishing, Creative Activities

Wargo, Jon M. (2015). Spatial Stories with Nomadic Narrators: Affect, Snapchat, and Feeling Embodiment in Youth Mobile Composing, Journal of Language and Literacy Education. While the vast majority of scholarship on mobile media, social semiotics, and multimodality highlights work done "behind" the screen, few studies have considered the embodied processes of youth composing "with" and "through" mobile technology. This study, drawn from a larger critical qualitative connective ethnography, works to fill a paucity of literature by examining how one youth participant, Ben, uses the digital mobile application Snapchat to create and compose a myriad of phenomenological experiences. By partnering approaches from queer phenomenology and multimodal (inter)action analysis, this paper illuminates how the affective intensities and push-and-pull of orientations deliver a narrative that is enfolded by several felt moments. By illuminating the rich processes of embodied composing with mobile media and accounting for the spatio-temporal scales and traversals that Ben navigates to architect his experience, this article works to spotlight how youth composers tell spatial stories and map nomadic narratives to explore their own embodied experiences with and through mobile media.   [More]  Descriptors: Telecommunications, Handheld Devices, Ethnography, Technology Uses in Education

Fields, Deborah; Vasudevan, Veena; Kafai, Yasmin B. (2015). The Programmers' Collective: Fostering Participatory Culture by Making Music Videos in a High School Scratch Coding Workshop, Interactive Learning Environments. We highlight ways to support interest-driven creation of digital media in Scratch, a visual-based programming language and community, within a high school programming workshop. We describe a collaborative approach, the programmers' collective, that builds on social models found in do-it-yourself and open source communities, but with scaffolding structures that support students' learning. We analyze the work of a class of high school student collectives engaged in programming music videos as part of a collaborative challenge in the online Scratch community. Our multi-level analysis focused on students' learning specific programming concepts, effects of collaborative and task design on learning, and their personal reflections on collaboration and media creation. We address how these overlapping collaborative experiences point to the value of "nested collectives," or multiple levels of designed-for collaboration. We also highlight a needed shift from a focus on computation to computational "participation," highlighting the innately social aspects of media creation.   [More]  Descriptors: Programming Languages, Programming, High School Students, Cooperative Learning

Sánchez, Inmaculada Arnedillo, Ed.; Isaías, Pedro, Ed. (2014). Proceedings of the International Conference on Mobile Learning 2014. (10th, Madrid, Spain, February 28-March 2, 2014), International Association for Development of the Information Society. These proceedings contain the papers of the 10th International Conference on Mobile Learning 2014, which was organised by the International Association for Development of the Information Society, in Madrid, Spain, February 28-March 2, 2014. The Mobile Learning 2014 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Papers in these proceedings include: (1) Supporting Teachers to Design and Use Mobile Collaborative Learning Games (Iza Marfisi-Schottman and Sébastien George); (2) Ebooks as PDF Files, in Epub Format or as Interactive Ibooks? Digital Books in Physics Lessons of Secondary Education (Manfred Lohr); (3) Mobile Learning and Early Age Mathematics (Shir Peled and Shimon Schocken); (4) M-Learning–On Path to Integration with Organisation Systems (Shilpa Srivastava and Ved Prakash Gulati); (5) Improving History Learning through Cultural Heritage, Local History and Technology (GraÃßa Magro, Joaquim Ramos de Carvalho and Maria José Marcelino); (6) Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game (Jetmir Xhembulla, Irene Rubino, Claudia Barberis and Giovanni Malnati); (7) Mobile-Based Chatting for Meeting Negotiation in Foreign Language Learning (María Dolores Castrillo, Elena Martín-Monje and Elena Bárcena); (8) Student Preferences for M-Learning Application Characteristics (Ãñmer Delialioglu & Yasaman Alioon); (9) Learning and Teaching with Mobile Devices An Approach in Secondary Education in Ghana (Margarete Grimus and Martin Ebner); (10) Cross-Cultural Design of Mobile Mathematics Learning Service for South African Schools (Tanja Walsh, Teija Vainio and Jari Varsaluoma); (11) Mobile Learning and Achievement Goal Orientation Profiles (Minna Asplund); (12) A Review of Integrating Mobile Phones for Language Learning (Ramiza Darmi and Peter Albion); (13) Overlapping Chat's Accessibility Requirements between Students with and without Disabilities Due to the Mobile Limitiations (Rocío Calvo, Ana Iglesias and Lourdes Moreno); (14) UML Quiz: Automatic Conversion of Web-Based E-Learning Content in Mobile Applications (Alexander von Franqué and Hilda Tellioglu); (15) Pedagogical Applications of Smartphone Integration in Teaching–Lectures', Students', & Pupils' Perspectives (Tami Seifert); (16) MOOC's to Go (Jan Renz, Thomas Staubitz and Christoph Meinel); (17) Strategies and Challenges in Ipad Initiative (Chientzu Candace Chou, Lanise Block and Renee Jesness); (18) Blending Classroom Teaching and Learning with QR Codes (Jenni Rikala and Marja Kankaanranta); (19) Programming Education with a Blocks-Based Visual Language for Mobile Application Development (Can Mihci and Nesrin Ozdener); (20) Shifting Contexts: Investigating the Role of Context in the Use of Obiquitious Computing for Design-Based Learning (Katharine S. Willis and Gianni Corino); (21) Evaluation Framework for Dependable Mobile Learning Scenarios (Manel Bensassi and Mona Laroussi); (22) Initial Evaluation of a Mobile Scaffolding Application that Seeks to Support Novice Learners of Programming (Chao Mbogo, Edwin Blake and Hussein Suleman); (23) Defining a Set of Architectural Requirements for Service-Oriented Mobile Learning Environments (Nemésio Freitas Duarte Filho and Ellen Francine Barbosa); (24) Portability and Usability of Open Educational Resources on Mobile Devices: A Study in the Context of Brazilian Educational Portals and Android-Based Devices (André Constantino da Silva, Fernanda Maria Pereira Freire, Vitor Hugo Miranda Mourão, Márcio Diógenes de Oliveira da Cruz and Heloísa Vieira da Rocha); (25) Evaluating QR Code Case Studies Using a Mobile Learning Framework (Jenni Rikala); (26) Developing a Mobile Social Media Framework for Creative Pedagogies (Thomas Cochrane, Laurent Antonczak, Matthew Guinibert and Danni Mulrennan); (27) Factors Affecting M-Learners' Course Satisfaction and Learning Persistence (Young Ju Joo, Sunyoung Joung, Eugene Lim and Hae Jin Kim); (28) A Framework to Support Mobile Learning in Multilingual Environments (Mmaki E. Jantjies and Mike Joy); (29) Mobile Technology Integrated Pedagogical Model (Arshia Khan); (30) Representation of an Incidental Learning Framework to Support Mobile Learning (Eileen Scanlon, Mark Gaved, Ann Jones, Agnes Kukulska-Hulme, Lucas Paletta and Ian Dunwell); (31) Using Mobile Apps and Social Media for Online Learner-Generated Content (Paul David Henry); (32) Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts (Kaja Vembe Swensen, Kenneth Silseth and Ingeborg Krange); (33) What Mobile Learning and Working Remotely Can Learn from Each Other (Koen Depryck); (34) In-Time On-Place Learning (Merja Bauters, Jukka Purma and Teemu Leinonen); (35) M-Learning and Technological Literacy: Analyzing Benefits for Apprenticeship (Carlos Manuel Pacheco Cortés and Adriana Margarita Pacheco Cortés); (36) Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Science Courses (Francisco Javier Delgado Cepeda and Ruben Dario Santiago Acosta); (37) An Environment for Mobile Experiential Learning (Otto Petrovic, Philipp Babcicky and Thomas Puchleitner); (38) Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study (Miguel Olmedo Camacho, Mar Pérez-Sanagustín, Carlos Alario-Hoyos, Xavier Soldani, Carlos Delgado Kloos and Sergio Sayago); (39) Raising Awareness of Cybercrime–The Use of Education as a Means of Prevention and Protection (Julija Lapuh Bele, Maja Dimc, David Rozman and Andreja Sladoje Jemec); (40) Mobile Game for Learning Bacteriology (Ryo Sugimura, Sotaro Kawazu, Hiroki Tamari, Kodai Watanabe, Yohei Nishimura, Toshiki Oguma, Katsushiro Watanabe, Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Shigeru Takano and Hitoshi Inoue); (41) The Theory Paper: What is the Future of Mobile Learning? (John Traxler and Marguerite Koole); (42) Rapid Prototyping of Mobile Learning Games (Maija Federley, Timo Sorsa, Janne Paavilainen, Kimo Boissonnier and Anu Seisto); (43) Preparing Lessons, Exercises and Tests for M-Learning of IT Fundamentals (S. Djenic, V. Vasiljevic, J. Mitic, V. Petkovic and A. Miletic); (44) The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook (Nurhasmiza Sazalli, Rupert Wegerif and Judith Kleine-Staarman); (45) When Everyone is a Probe, Everyone is a Learner (Boris Berenfeld, Tatiana Krupa, Arseny Lebedev and Sergey Stafeev); (46) Mobile Learning and Art Museums: A Case Study of New Art Interpretation Approach for Visitor Engagement through Mobile Media (Victoria López Benito); (47) Learner Centric in M-Learning: Integration of Security, Dependability and Trust (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (48) M-Learning Pilot at Sofia University (Elissaveta Gourova, Pavlin Dulev, Dessislava Petrova-Antonova and Boyan Bontchev); (49) A Mobile Service Oriented Multiple Object Tracking Augmented Reality Architecture for Education and Learning Experiences (Sasithorn Rattanarungrot, Martin White and Paul Newbury); (50) Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (51) Supporting the M-Learning Based Knowledge Transfer in University Education and Corporate Sector (András Benedek and György Molnár); and (52) The future of Ubiquitous Elearning (Timothy Arndt). Individual papers contain references. An author index is included. Luís Rodrigues is an associate editor of these proceedings.   [More]  Descriptors: Conference Papers, Telecommunications, Handheld Devices, Technology Uses in Education

Emery, Miranda Dawn (2011). A Case Study of Social and Media Influence on Religion, Journal of International Students. This paper seeks to understand different religions and cultures by comparing and contrasting the similarities, differences, and opinions found within two religious/cultural groups. This case study uses the Social Learning Theory of communication to illustrate how perceptions of others are formed in a community with a growing Muslim population. It also uses the Cultivation theory to illustrate how news media has an effect on perception in this community. In addition, this research seeks to explore the opinions of individuals in regard to how they feel their religion/culture is portrayed in the media and to what extent they feel media coverage has an effect on stereotypes put on their religion/culture. This research uses a focus group, elite interviews, document review, and observation. Findings include social learning methods, similarities/differences between religions, varying perceptions, and a significant media influence.   [More]  Descriptors: Case Studies, Social Networks, Religion, Religious Cultural Groups

Maar, Michael C. (2013). An Examination of Organizational Information Protection in the Era of Social Media: A Study of Social Network Security and Privacy Protection, ProQuest LLC. This study investigates information protection for professional users of online social networks. It addresses management's desire to motivate their employees to adopt protective measures while accessing online social networks and to help their employees improve their proficiency in information security and ability to detect deceptive practices. The study examines the protection motivation factors, privacy management practices, and their relationships. The privacy and security issues related to online social networks are discussed. A review of protection motivation theories and privacy management theories has been conducted. Combining protection motivation theories and communication privacy management, an integrated information protection model has been created. Motivating factors include perceived privacy threat, perceived security threat, perceived trustworthiness of online social networks, perceived deception threats, information security self-efficacy, response efficacy, benefit-cost ratio, personal norms, and habits. Privacy management practices are characterized by boundary permeability, boundary linkage, and boundary ownership. With respect to online social networks, these three privacy management constructs have been defined as breadth, depth, and frequency of information disclosure, control of social network connections, and control of sensitive information respectively. Based on the research model, a set of hypotheses have been developed for testing using online survey. The survey data has been analyzed using structural equation modeling and a more detailed model developed that is based on theories and findings from published studies. The findings confirm the hypotheses of the direct relations of the refined research model. Privacy, deception, and security concerns influence boundary permeability, linkage, and ownership respectively. Self-efficacy and response efficacy are positive motivators for social network connection and sensitive information control. Trust reduces privacy, deception, and security concerns. Trust enhances perception of benefits and efficacy. Aggravated security concern can depress self-efficacy. Personal norms and habits can be valuable drivers for information protection behavior. The integrated information protection model may be used to develop security promotion messages and training for employees to help them protect their personal private information and confidential business information. Future research may include larger samples, research in businesses or organizations, cross-cultural studies, other information sharing or collaboration environments, and meta-analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Social Networks, Information Security, Privacy, Motivation

Manthiou, Aikaterini (2012). Reason and Reaction: The Dual Route of Decision Making Process on Social Media Usage: The Case of Hospitality Brand Fan Pages, ProQuest LLC. A new phenomenon on Facebook, resulting from social media revolution, is the emergence of numerous Facebook fan pages. This form of online brand community is an effective tool for building relationships with consumers. Many hospitality firms (i.e. restaurants) have captured the strength of a fan page because it can enhance brand attractiveness and draw consumer attention. Little is known about the experiences and possible outcomes of consumers' intentions and willingness on Facebook fan pages. Previous studies on social networking sites have focused on the benefits or needs that members fulfill through participation. This research employed two theories from social psychology: the Theory of Reasoned Action (TRA) and the Prototype Willingness Model to understand the underlying dual processing of behavior on restaurant Facebook fan pages. To the author's knowledge, the two theories have never been combined together to comprehensively investigate consumers' behavior in hospitality industry. The aim of this research was to systematically understand the dual-route when people use restaurant Facebook fan pages with the theoretical support of the Theory of Reasoned Action (TRA) and the Prototype Willingness Model. The present study investigated the conceptual model in the context of the restaurant Facebook fan pages. Data were collected from online surveys completed by 1131 students. This research performed the two-step structural equation modeling (SEM) approach. The first step involved confirmatory factor analysis (CFA), which was employed to validate the scales for the measurement of specific constructs proposed in the research model and SEM was used to test the conceptual model. The results indicate that: (1) Fans decision-making is a dual route process, an intentional as well as an unintentional decision-making path. Therefore, both paths operate simultaneously. (2) This research reveals that the cognitive and affective components influence consumer attitude towards participation in restaurant Facebook fan pages. In particular, social interaction ties affect the most attitudes toward fan pages, followed by information source, design characteristics, and entertainment. (3) Attitude is a strong predictor of behavioral intention and behavioral willingness on Facebook Fan pages. (4) Subjective norms are significant and meaningful for consumers' intention and behavioral willingness towards these online communities. (5) The prototype image in the social reaction path is an important determinant of behavioral willingness toward restaurant fan pages. (6) Behavioral willingness and intentions towards fan pages create a positive change in the product purchase behavior of consumers indicating that members modify their consumption behaviors toward the brand because of their membership in the restaurant Facebook fan page. The research is significant in both theory and practice. From the theoretical perspective, the study contributes substantially to the understanding of consumers' decision-making process on Facebook fan pages. From the practical perspective, the description of fans' cognitive and affective believes assist restaurant marketers and Facebook fan page designers in developing more effective fan pages. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Hospitality Occupations, Social Networks, Web Sites, Decision Making

Bull, Glen; Thompson, Ann; Searson, Mike; Garofalo, Joe; Park, John; Young, Carl; Lee, John (2008). Connecting Informal and Formal Learning Experiences in the Age of Participatory Media, Contemporary Issues in Technology and Teacher Education (CITE Journal). Social media is changing the world in ways not yet understood. The effects are rippling through news, business, entertainment, and the political arena. A new generation of students is significantly more active in the way that they create and interact with one another. One effect on schools and schooling is apparent. The next generation will live in a world that is very different from the previous generation. The current generation of educators is not well equipped to serve as guides in this process–they are all learning together as new media technologies emerge. In fact, teens are often more experienced in use of these technologies than other demographic groups. The informal learning that occurs in the context of participatory media offers significant opportunities for increased student engagement in formal learning settings. The experience with communication technologies that teenagers today possess must be tapped by educators and connected to pedagogy and content, however, in order to address learning objectives in schools. Teacher education faculty members are experienced in this arena. Educators are currently at a moment in time in which the current and next generation of educators each can make a genuine contribution by working together. This article discusses challenges in adapting web 2.0 technologies to school use through informal and formal learning experiences.   [More]  Descriptors: Informal Education, Learner Engagement, Information Technology, Teaching Methods

Johnson, Doug (2008). Who's Afraid of the Big Bad [C]?, School Library Journal. Few subjects spark more disagreement and confusion than copyright. The authors of the 2007 report "The Cost of Copyright Confusion for Media Literacy" coined the term "hyper-comply" to describe how many information professionals respond to copyright. According to the study by American University's Center for Social Media, educators often "over-comply with copyright law, and even forego using legitimate teaching tools and techniques for fear of violating copyright." Along with hyper-compliance, the researchers also found that "studied ignorance" and "clandestine transgression" lead to schools where "teachers use less effective teaching techniques, teach and transmit erroneous copyright information, fail to share innovative instructional approaches, and do not take advantage of new digital platforms." What can information professionals do to change things? For starters, they need to overhaul the way they teach copyright and other intellectual property issues in their schools. Library media specialists also need to quit being copyright cops. In this article, the author discusses four changes that must be seriously considered if the needs of students and teachers are to be met.   [More]  Descriptors: Teacher Responsibility, Copyrights, Media Specialists, Media Literacy

Herring, Rachel; Berridge, Virginia; Thom, Betsy (2008). Binge Drinking Today: Learning Lessons from the Past, Drugs: Education, Prevention & Policy. Binge drinking is a matter of current social, media and political concern. Within the current debates binge drinking is sometimes portrayed as a recent phenomenon, but in fact it has a history and concern about binge drinking is not new. This paper sets the phenomenon in its historical context by examining how the nature and definition of binge drinking has changed over time. Aims: The overall aim is to draw lessons for policy through the interaction of social science and historical perspectives. Methods: A literature review was conducted and a workshop brought together researchers, policy makers and practitioners to consider current perceptions of binge drinking, current responses and possible future approaches. Findings: From this study, it is evident that that the meaning ascribed to the term "binge drinking" has changed over time but further research is required to establish quite how and why this shift came about. Parallels can be drawn between the current concerns about "binge drinking" and those about the "gin craze" of the eighteenth century: they are both focused on public drunkenness, urban locations and women's drinking and the media has played a pivotal role in shaping the response to the "crisis".   [More]  Descriptors: Alcohol Abuse, Drinking, Social Problems, History

Borthwick, Arlene; Hansen, Randall; Gray, Lucy; Ziemann, Irina (2008). Exploring Essential Conditions: A Commentary on Bull et al. (2008), Contemporary Issues in Technology and Teacher Education (CITE Journal). The editorial by Bull et al. (2008) on connections between informal and formal learning made explicit one element of solving what Koehler and Mishra (2008) termed a "wicked problem." This wicked (complex, ill-structured) problem involves working with teachers for effective integration of technology in support of student learning. The technology, pedagogy, and content knowledge (TPACK) model suggests that some individuals may have expertise in technology, some may have expertise in pedagogy, and some may have content area knowledge, yet real success can be anticipated only at the convergence of all three areas of expertise (Bull et al., in press). Bull et al.'s editorial reminds us of the importance of sociocultural context in implementing any instructional approach or professional development model–a context that should connect to and, where possible, take advantage of innovative technologies, including "emergent social media and communications technologies." The editorial prompted our own discussion of K-12 and preservice programs that had already connected informal and formal learning, and it challenged us to consider some essential conditions for supporting classroom applications of Web 2.0 technologies.   [More]  Descriptors: Nonformal Education, Conventional Instruction, Elementary Secondary Education, Technology Uses in Education

Alexander, Bryan; Levine, Alan (2008). Web 2.0 Storytelling: Emergence of a New Genre, EDUCAUSE Review. A "story" has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid–perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that's what a story used to be, and that's how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. This article describes Web 2.0 storytelling which picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.   [More]  Descriptors: Story Telling, Information Technology, Internet, Hypermedia

Makkonen, Pekka; Siakas, Kerstin; Vaidya, Shakespeare (2011). Teaching Knowledge Management by Combining Wikis and Screen Capture Videos, Campus-Wide Information Systems. Purpose: This paper aims to report on the design and creation of a knowledge management course aimed at facilitating student creation and use of social interactive learning tools for enhanced learning. Design/methodology/approach: The era of social media and web 2.0 has enabled a bottom-up collaborative approach and new ways to publish work on the web, promoted by tools such as YouTube video service. In this spirit a knowledge management course was designed aiming to facilitate university students to compose videos on different difficult concepts in the theory part of the course by searching for explanations on the web and by creating a Windows Media Player video focusing on the self-defined problems. The videos created by the students were published on a wiki (Wetpaint) and the students were encouraged to actively share knowledge and learn from one another by familiarising themselves with the videos of the other students. In order to utilise cognitive and social constructivism, as well as problem-based learning, the principles of the Jigsaw method were used to enable different students to create videos on different themes. Findings: Based on the authors' experiences it is suggested that curriculum and syllabus planning should be transformed toward a more student-centred approach. This is the most natural in the context of knowledge management, which emphasizes the meaning of participation and knowledge sharing. The social constructivist learning theory emphasizes the meaning of interaction in successful learning. By publishing videos created by the students themselves, by commenting on videos created by other students and by reading comments expressed by others the approach proved to be beneficial for learning in many ways. Research limitations/implications: The research limitation lies in the differences of quality, format and sizes of these videos produced and the efforts and time requirements for editing and use. Practical implications: The present finding and report implies more of these resources could be generated by students in other courses in other study areas encouraging use of these types of resources, engaging students with the curriculum, and encouraging interaction amongst students promoting deeper understanding, more positive learning experiences and the generation of curriculum teaching materials by students for class work, making learning more student focused. Originality/value: The paper focuses on a unique process that allows the use of social technology by students for the generation of materials for use in learning.   [More]  Descriptors: Foreign Countries, Knowledge Management, Web Sites, Editing

Neely, Laura Sue Perry (2011). An Analysis of Facebook Intensity and Privacy Management Practices of Public School Educators in the United States, ProQuest LLC. Social networking sites like Facebook continue to gain popularity among all segments of the population (boyd & Ellison, 2007; Madden & Smith, 2010). Public school employees all over the country are finding themselves facing disciplinary action due to participation in this fast growing fad. The problem is that there is a lack of clarity in the areas of policy and practice regarding SNS (Butts, 2008; Carter et al., 2008; Eltringham, 2010; Foulger et al., 2009; Garland, 2009; Madden & Smith, 2010; Openhuizen, 2008).   The researcher accessed educators who use Facebook through groups on Facebook associated with education. Participants completed demographic questions, the Facebook Intensity Scale (Ellison, Steinfield & Lampe, 2007) and the Facebook Privacy Management Measure (Child, Pearson & Petronio, 2009) by way of an online survey provided through Google Forms. The researcher analyzed the data in order to describe the general level of educator Facebook intensity and the three domains of their privacy management: boundary permeability, boundary ownership and boundary linkages and found significant inverse correlations between Facebook intensity and age as well as boundary permeability and age. A significant positive correlation was found between Facebook intensity and boundary permeability. Significant differences were found between males and females on boundary ownership and boundary linkages.   Increased understanding of the attitudes and ethics of this area might lead to greater clarity, better policy, and sounder bases for administrative decision-making in this area. The information gained from this study can assist school leaders when providing professional learning regarding the appropriate use of SNSs for both instructional and personal use. Finally, the results of this study can provide instructional technology leaders with new ways to effectively use Facebook as an instructional tool or to inform the design of new social networking technology that better fits within the culture of the educational institution.   More research is needed in order to have a clear and rich understanding of the ways that educators interact with Facebook. An analysis of other demographic variables may result in a greater depth of information. Research using a qualitative approach could generate a greater understanding of the reasons why educators use Facebook or other social media in the ways that they do. Legal research could be conducted because the law is not clear regarding an educator's duty of care when it comes to knowing what current or former students are publishing from their private lives on SNSs.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Public Schools, Social Networks, Web Sites, Web 2.0 Technologies

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