Adapting a Social Media Strategy in the Classroom: PEET

Landson, Margie; Straker, Kathleen C; Igbo, Immaculata

doi:10.3928/01484834-20150916-11

Cited by 2 publications

(3 citation statements)

References 1 publication

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“…There is a wide consensus that technology can improve the teaching and learning in schools and other educational institutes (Selwyn, 2016;Gao et al, 2017;Fox, 2013;Campbell, 2015;Landson et al, 2015;Junco et al, 2012), and in the U.K., this has led to commitment in supporting technology being used in the classroom (Conservative Party Manifesto, 2017). However, there are questions that challenge if teachers are prepared to effectively use technology in their classroom (Polly & Brantley-Dias, 2009).…”

Section: Cpd In Telmentioning

confidence: 99%

A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature

Williams

2020

Eng. int. (Dhaka)

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There is a large body of international research on raising the quality of education, with particular emphasis on CPD to support professional and pedagogical growth. From an educator’s perspective, there is widespread agreement that effective CPD is an important component of educational success. Therefore, it is unsurprising that research interest in this area has grown, particularly in light of the digital agenda. In a TEL context, educators report one of the main barriers to effective use is the lack of training in this area. This review of literature will examine some of the key ideas that form successful TEL CPD delivery, more specifically with relation to transformative models of CPD. Likewise, the section attempts to understand the context in which educators are operating and make sense of the challenges that relate to continuing professional development (CPD). In order to fully explore this phenomenon, personal development (PD) frameworks are explored, with a specific focus on Aileen Kennedy’s (2005) 9 typologies.

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Section: Cpd In Telmentioning

confidence: 99%

A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature

Williams

2020

Eng. int. (Dhaka)

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“…The use of social media in HE has delivered positive outcomes, including evidence of increased student engagement and increased grades (Junco et al, 2011;Ratneswary & Rasiah, 2014;Landson et al, 2015;McKay et al, 2014;Tess, 2013). Although HE institutes are much more responsive to the SNS than the education sector in general, they have delivered some 'pushback' over concerns around e-professionalism and digital safety (Lupton, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This may appear obvious, however content on other interactive educational portals such as university Blackboard, Moodle and Abyasa often remain static. Likewise, Twitter is free, meaning educational resources can be shared from all over the world at no cost, hence why teachers have exploited Twitter in various studies, durations and disciplines (Haythornthwaite, 2016;Junco et al, 2011;Landson et al, 2015). The benefits of using Twitter expand beyond connecting with fellow professionals, as in education where it has been documented to promote learning and improve engagement (Lewis, 2017;McKay et al, 2014;Junco et al 2011).…”

Section: Categorymentioning

confidence: 99%

An Exploration into the Pedagogical Benefits of Using Social Media: Can Educators Incorporate Social Media into Pedagogy Successfully?

Williams

2020

ABC j. adv. res.

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Many social networking sites have been thought to break down traditional hierarchies in terms of society and global geography (Lewis 2017). As an example, Twitter empowers learners to engage with individuals from all over the world, often sharing educational resources for free. This ‘work in progress’ paper adopts a mixed-methods model to explore if social media can be incorporated successfully with pedagogy. In total, 431 participants took part in this study. Of those, 411 completed the survey, and 20 were subjects in the interviews. Teachers described professional reasons and social reasons why they do not use social media regularly in their pedagogy. One emerging theme is that CPD appears to be underdeveloped in this area, as teachers report that TEL training focuses on administrative uses of a product rather than pedagogical benefits. This has implications on how social media could be used as a pedagogical tool and addresses gaps in the literature in this area. This direction of social media in the classroom remains unclear, however, this study aims to offer a framework for educators when using social media strategies.

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Adapting a Social Media Strategy in the Classroom: PEET

Cited by 2 publications

References 1 publication

A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature

A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature

An Exploration into the Pedagogical Benefits of Using Social Media: Can Educators Incorporate Social Media into Pedagogy Successfully?

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