Remixing to design learning: social media and peer-to-peer interaction

Casey, Gail; Wells, Muriel

doi:10.5204/jld.v8i1.225

Cited by 19 publications

(7 citation statements)

References 18 publications

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“…Peer modeling was especially helpful to students when dealing with the unfamiliarity and challenge of critical literacy and developing a critical literacy competency. This was similar to the results of Casey and Wells (2015), who found peer modeling, in addition to peer feedback and peer assessment, to be an affordance of social media in the high school classroom. Gan, Menkhoff, and Smith (2015) also found that the collaborative nature of web-based teaching and learning enables students to attain deeper learning with the help of their peers.…”

Section: Theme 1: Transformation Of Teaching and Learningsupporting

confidence: 88%

Developing Student Critical Consciousness: Twitter as a Tool to Apply Critical Literacy in the English Classroom

Kunnath¹,

Jackson²

2019

JMLE

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As young people today are flooded with information from a multitude of sources, they must be prepared to perceive the potentially oppressive and nefarious nature of many texts. Critical literacy is a theory and strategy that allows young people, along with people of all ages, to achieve just this; however, teachers often experience difficulties implementing and guiding students in taking crucial action steps in the classroom. This exploratory action research case study was conducted to address these concerns, as a teacher utilized Twitter to implement critical literacy and guide 32 ethnically diverse eleventh grade students in applying critical literacy in an AP English Language and Composition class. The study was conducted within a unit on American Transcendentalist literature over the course of one month, and the teacher and students used their cell phones inside and outside of the classroom to access Twitter for purposes of research, communication, and interaction. Qualitative methods were used to collect data from student and teacher tweets, reflections, and interviews, which were analyzed with a qualitative conventional content analysis approach. Results showed that Twitter was effective in implementing critical literacy in the classroom. Additionally, multiple affordances included a transformation of teaching and learning in the classroom of study, amplified student voice, increased student engagement, and a potential for student action. Results are discussed in the context of students' achievement of critical action and approach to a state of critical consciousness and may be of interest to the teacher or administrator challenged by critical literacy implementation, curious about critical literacy, or seeking additional technology-infused literacy strategies

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Section: Theme 1: Transformation Of Teaching and Learningsupporting

confidence: 88%

Developing Student Critical Consciousness: Twitter as a Tool to Apply Critical Literacy in the English Classroom

Kunnath¹,

Jackson²

2019

JMLE

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“…This concept is a complex one within a social learning framework and opens up many avenues for further study. Casey and Wells (2015) discuss this further in a higher education context.…”

Section: Discussion Of Findingsmentioning

confidence: 92%

Action research to support the integration of social media in the classroom

Casey

Evans

2017

Action Research

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This article discusses and reflects on the action research process used during an investigation in which social and participatory media were integrated into the face-to-face classroom. The action research project concerned pedagogical and curricular changes created, negotiated, reflected upon and documented as new media were incorporated into 13 classes, over an 18-month period, in an Australian public high school. The action research process and its continual cycles of improvement were used to redesign projects that incorporated new media within a contemporary pedagogical approach to schooling young people. The article discusses the change in thinking and mindset for the teacher that came about from this new learning milieu and was undertaken with a view to meet the school demands of a one electronic device per student program. This study supports educators and learning designers in developing curriculum and pedagogy that is more in line with the demands and skills of young people using social and participatory media to engage, interpret and understand their social worlds.

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“…Learning was supported by peers and by the teacher: hence, a shared, formal and informal student-centred environment was developed and was accessible anytime and anywhere. Such an approach can be integrated into other areas of education including university subjects and courses (Casey & Wells, 2015).…”

Section: Resultsmentioning

confidence: 99%

Unlearning to Be the Teacher: Findings From an Action Research Study

Casey

2015

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As the practitioner-researcher, the author integrated social and participatory media into her classes. Action research was used to explore how such media might enhance learning. The study found that the unique qualities of new media could be used to develop an active environment; students learned a lot from each other. Many complexities and tensions emerged and a shift in the teacher-to-student relationship occurred resulting in the need for the author to unlearn many past teaching practices.

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Remixing to design learning: social media and peer-to-peer interaction

Abstract: Social and participatory media offer opportunities to interact and

Cited by 19 publications

References 18 publications

Developing Student Critical Consciousness: Twitter as a Tool to Apply Critical Literacy in the English Classroom

Developing Student Critical Consciousness: Twitter as a Tool to Apply Critical Literacy in the English Classroom

Action research to support the integration of social media in the classroom

Unlearning to Be the Teacher: Findings From an Action Research Study

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