Using social media in the classroom: a best practice guide
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Los Angeles [u.a.]
SAGE
2013
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXV, 256 S. |
| ISBN: | 9781446202807 9781446202814 |
Internformat
MARC
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| 008 | 120716s2013 |||| 00||| eng d | ||
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| 020 | |a 9781446202814 |c pbk |9 978-1-4462-0281-4 | ||
| 035 | |a (OCoLC)802659682 | ||
| 035 | |a (DE-599)BVBBV040312319 | ||
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| 100 | 1 | |a Poore, Megan |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Using social media in the classroom |b a best practice guide |c Megan Poore |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a Los Angeles [u.a.] |b SAGE |c 2013 | |
| 300 | |a XXV, 256 S. | ||
| 336 | |b txt |2 rdacontent | ||
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Datensatz im Suchindex
| _version_ | 1804149334916202496 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
LIST OF FIGURESLIST OF TABLESABOUT THE
AUTHORACKNOWLEDGEMENTSPREFACECOMPANION WEBSITE PART 1 GETTING STARTED:
THE ESSENTIALS1 SODAL MEDIA AND EDUCATION OVERVIEWTHE RECENT MEDIA LANDS
CAPEWEB 2.0TRADITIONAL VERSUS SOCIAL MEDIAWHY SOCIA! MEDIA IN
EDUCATION?BENEFITS OF USING SOCIAL MEDIA IN EDUCATIONCONSTRUCTIVIST
APPROACHES TO SOCIAL MEDIA USE IN EDUCATIONSOCIA! CONSTRUCTIVISMACTIVE
LEARNINGDISCOVERY LEARNINGPEER LEARNINGSITUATED LEARNINGSPECIAL
CONSIDERATIONS IN CONSTRUCTIVIST ENVIRONMENTSSUMMARYRESOURCESFURTHER
READING XIX
XX XXI XXII XXIV XXVII
1
3 3 3 4
5 5 6
9
10 10 11 11
12 12 13 14
14
IMAGE 2
VIII USING SOCIAL MEDIA IN THE CLASSROOM
2 SOUND EDUCATIONAL DESIGN USING SODAL MEDIA 15
OVEIEW 15
DESIGNING THE TASK 15
DEFINING YOUR BROADER PURPOSES 16
CHOOSING THE RIGHT SODAL MEDIA TOOLS FAR TEACHING AND LEARNING 17
PLANNING 20
SCAFFOLDING 21
RUBRICS (SUCCESS CRITERIA) 22
SEICE CONSIDERATIONS 23
CHOOSING A SEICE 23
DOING A TEST RUN 24
PUBLIC OR PRIVATE WORK? 24
ADMINISTRATIVE ACCESS 25
SUMMARY 26
RESOURCES 26
FURTHER READING 26
3 COMMON ASPECTS OF SODAL MEDIA FUNCTIONS AND PRACTICE 27
OVEIEW 27
FUNCTIONAL COMMONALITIES 27
RSS: THE BACKBONE OF SODAL MEDIA 28
SETTING UP AN ACCOUNT 29
CREATING A SECURE PASSWARD 30
HYPERLINKS 31
TAGS AND TAG DOUDS 31
WIDGETS AND EMBED CODE 31
SAVING YOUR WORK 33
CREATING BACKUPS 33
TESTING SODAL MEDIA FOR YOUR DASS 34
A WARD ON WARD ... 34
PERSONAL QUALITIES FOR SUCCESSFUL ENGAGEMENT WITH SODAL MEDIA 35
ATTITUDE 35
BEING YOUR OWN HELPDESK 36
SUMMARY 38
RESOURCES 39
FURTHER READING 39
PART 2 THE BIG FOUR
4 BLOGS OVEIEW WHAT IS A BLOG?
41
43 43 43
IMAGE 3
BLOG BASICS
SETTING UP A BLOG EDUCATIONAL BENEFITS OF BLOGS PEDAGOGY AUDIENCE,
WRITING, AND COMMUNITY AWARENESS
CREATIVITY AND FLOW INDIVIDUAL RESPONSIBILITY ADMINISTRATION BIOGGING
MODELS ADMINISTRATION BLOG
CLASS BLOG OEARNING-FOCUSED) INDIVIDUAL STUDENT BLOGS (LEARNING-FOCUSED)
SPECIAL CONSIDERATIONS FOR BIOGGING CHOOSING A BLOGGING SERVICE
A PUBLIC OR PRIVATE BLOG? NAVIGATION BLOGS VERSUS DISCUSSION FORUMS
STATIC PAGES
SCAFFOLDING STUDENT BLOGGING HOW MUCH DO YOU ASSESS? BLOG RUBRICS
(SUCCESS CRITERIA) SUMMARY
RESOURCES ONLINE RESOURCES FURTHER READING
5 WIKIS OVERVIEW WHAT IS A WIKI? EDUCATIONAL BENEFITS OF WIKIS
PEDAGOGY TEAMWORK, COLLABORATION, AND ONIINE BEHAVIOUR COMMUNICATION,
ORGANISATION, AND ACKNOWLEDGEMENT ADMINISTRATION WIKI MODELS
ADMINISTRATION WIKI CLASS WIKI (LEARNING-FOCUSED) INDIVIDUAL STUDENT
WIKI (LEARNING-FOCUSED) SPECIAL CONSIDERATIONS FOR WIKIS
CHOOSING A WIKI SERVICE SUCCESSFUL WIKIS PROBLEMS OF COLLABORATION AND
OWNERSHIP
CONTENTS IX
43
45 47 47 47
48 49 49 49
49 49 50 51
51 52 53 54
54 55 56 56
58 59 59
59
60 60 61 64
64 64 65 66 67 67 67 68 68 68 69 70
IMAGE 4
X USING SOCIAL MEDIA IN THE CLASSROOM
EDIT WARS
CONEURRENT EDITING SEAFFOLDING STUDENT WIKI EONTRIBUTIONS ASSESSING
WIKIS: INDIVIDUAL VERSUS GROUP GRADES WIKI RUBRICS (SUEEESS ERITERIA)
WIKIPEDIA WIKI AND BLOG EOMPARISON TABLES GENERAL EOMPARISONS FUNETIONAL
EHARAETERISTIES
EDUEATIONAL BENEFITS CLASSROOM ISSUES SUMMARY RESOUREES
ONLINE RESOUREES FURTHER READING
6 SOCIAL NETWORKS OVERVIEW WHAT IS A SOCIAL NETWORK? SOCIAL NETWORKING
BASIES
GROUP-BASED SOCIAL NETWORKS IN EDUEATION SETTING UP A SOCIAL NETWORK
EDUEATIONAL BENEFITS OF SOEIAL NETWORKING PEDAGOGY
CONNEETING OUTSIDE THE CLASSROOM FAMILIARITY SPECIAL EONSIDERATIONS FOR
SOCIAL NETWORKS PRIVAEY
CYBERBULLYING DATA EOLLEETION AGE OF SIGN UP UPLOADING EONTAETS OR
ADDRESS BOOKS
SHOULD I USE FAEEBOOK WITH STUDENTS? CHOOSING A SOCIAL NETWORKING
SERVICE USING YOUR NETWORK FOR ONLINE ROLE PLAYS SUMMARY
RESOUREES ONLINE RESOUREES FURTHER READING
7 PODCASTING, MUSIC, AND AUDIO OVERVIEW WHAT IS A PODEAST?
71 71 71 72
73 75 76 76
76 77 77 78
78 78 78
79 79 79 80
81 81 82 82 83 83 84
84 85 85 86
86 87 88 89
90 90 90 90
92 92 93
IMAGE 5
CLARIFYING TERMS
PODCASTING EQUIPMENT EDUCATIONAL BENEFITS OF PODCASTING PEDAGOGY
DEVELOPMENT OF A BROAD RANGE OF SKILLS
RESEARCH
PODCASTING PROJECTS FOR YOUF DASS INFORMATIONAL PODCASTS OPINION- OR
IDEAS-BASED PODCASTS SPECIAL CONSIDERATIONS
CONCEPTUALISING YOUFPODCAST DEVELOPING A FORMAT FOR YOUFPODCAST
SCRIPTING YOUR PODCAST DOING INTERVIEWS FOR YOUFPODCAST
RECORDING LOCATIONS EDITING YOUR PODCAST FILE FORMATS CHOOSING MUSIC FOR
YOUR PODCAST
PUBLISHING YOUFPODCAST PODCASTING LEGAL ISSUES SUMMARY RESOURCES
PEOPLE EXAMPLES OF PODCASTING IN EDUCATION INFORMATION ON HOW TO PODCAST
TECHNICAL RESOUFCES
LEGALS AND PODSAFE MUSIC PUBLISHING AND ADVERTISING FUFTHER READING
PART 3 ENRICHING YOUR PRACTICE
8 VISUAL MEDIA OVERVIEW WHAT ARE VISUAL MEDIA? PHOTOSHARING
SLIDESHOWS VIDEO AND VIDEOSHARING ANIMATION
COMIC STRIPS EDUCATIONAL BENEFITS OF VISUAL MEDIA PEER LEARNING AND
COLLABORATION CREATING NARRATIVES AND AUDIENCE AWARENESS
MULTIPLE LITERACIES
CONTENTS XI
93
94 95 95 95
95 96 96 96
97 97 97 98 98 101 101 102 103 103 104 106 107 107 107 107 108 108 108
108
109
111 111 112 112
113 113 114 114 115
115 115 115
IMAGE 6
XII USING SOCIAL MEDIA IN THE CLASSROOM
SPECIAL EONSIDERATIONS FOR VISUAL MEDIA 115
INAPPROPRIATE EONTENT 115
POSTING IMAGES OF EHILDREN 116
COMMENTS 116
COPYRIGHT 117
CREATIVE COMMONS 117
TERMS OF SERVICE 118
PLATFORM EOMPATIBILITY AND BANDWIDTH 118
LIMITED FREE USAGE 119
SUMMARY 120
RESOUREES 121
ONLINE RESOUREES 121
FURTHER READING 121
9 INSTANT MESSAGING, CHAT, SKYPE, AND TWITTER 122
OVERVIEW 122
WHAT ARE IM, EHAT, SKYPE, AND TWITTER? 122
INSTANT MESSAGING (IM) AND EHAT 122
SKYPE AND VOIP (VOIEE OVER INTERNET PROTOEOL) 123
TWITTER 124
EDUEATIONAL BENEFITS OF IM, EHAT, SKYPE, AND TWITTER 125
PEDAGOGY 125
INTEGRATION OF DIVERSE PERSPEETIVES 126
CONNEETION OUTSIDE THE CLASSROOM 126
SPECIAL EONSIDERATIONS FOR IM, EHAT, SKYPE AND TWITTER 126
KNOWING WHO YOU ARE TALKING TO 126
INSTITUTIONAL POLICIES REGARDING THE USE OF VOIP 127
NEED FUER WORKING AUDIO AND VIDEO HARDWARE FUER VOIP 127
FOLLOWING STUDENTS ON TWITTER 127
INVISIBLE AUDIENEES ON TWITTER 128
SUMMARY 129
RESOUREES 129
ONLINE RESOUREES 129
FURTHER READING 129
10 BOOKMARKING, CLIPPINGS, MINDMAPPING, AND POILS 131
OVERVIEW 131
WHAT ARE BOOKMARKING, MINDMAPPING, CLIPPINGS, AND POLLS? 131 BOOKMARKING
131
CLIPPINGS 133
MINDMAPPING 134
POLLS AND SURVEYS 134
IMAGE 7
CONTENTS XIII
EDUCATIONAL BENEFITS OF BOOKMARKING, CLIPPINGS,
MINDMAPPING, AND POLLS 136
BOOKMARKING: COLLATING, ORGANISING, AND SHARING INFORMATION 136
MINDMAPPING: VISUALISING IDEAS AND PROBLEMS 136
CLIPPINGS: EVALUATING AND SYNTHESISING ONLINE MATERIALS 138
POILS AND SURVEYS: RESEARCH AND CRITICAL MEDIA SKILLS 138
SPECIAL CONSIDERATIONS FOR BOOKMARKING, CLIPPINGS, MINDMAPPING, AND
POLLS 138
INAPPROPRIATE CONTENT 138
MINDMAPPING SKILLS 139
SUMMARY 139
RESOURCES 140
ONLINE RESOURCES 140
FURTHER READING 140
11 EDUCATIONAL GAMES AND MOBILE LEARNING 141
OVERVIEW 141
WHAT ARE EDUCATIONAL GAMES AND MOBILE LEARNING? 142
EDUCATIONAL GAMES 142
MOBILE LEARNING 144
EDUCATIONAL BENEFITS OF EDUCATIONAL GAMES AND MOBILE LEARNING 145
PEDAGOGY OF EDUCATIONAL GAMES 145
GAMES ARE MOTIVATIONAL 145
COLLABORATION AND COMPETITION IN EDUCATIONAL GAMES 146
MOBILE LEARNING PEDAGOGIES 146
ACTIVITIES SUPPORTED BY MOBILE LEARNING 146
ADMINISTRATIVE ADVANTAGES OF MOBILE LEARNING 147
SPECIAL CONSIDERATIONS FOR EDUCATIONAL GAMES AND MOBILE LEARNING 147
VARIATIONS IN QUALITY AND SUITABILITY OF EDUCATIONAL GAMES 147 SHOULD I
USE SECOND LIFE WITH STUDENTS? 148
VISIBILITY OF STUDENTS ONLINE PROFILES 148
TECHNICAL ISSUES RELATING TO MOBILE LEARNING 149
LOAN SYSTEMS, DATA PLANS, FIREWALLS, AND INSURANCE 149
ACCESS TO DEVICES 149
SUMMARY 150
RESOURCES 150
ONLINE RESOURCES 150
FURTHER READING 150
12 PRODUCTIVITY TOOLS 152
OVERVIEW 152
WHAT ARE PRODUCTIVITY TOOLS? 152
IMAGE 8
XIV USINGSOCIALMEDIAINTHECLASSROOM
ONLINE DOCUMENTS
DROPBOXES TO-DO LISTS CALENDARS NOTE AND RESEARCH MANAGEMENT
ONLINE BOOKSHELVES EDUCATIONAL BENEFITS OF PRODUCTIVITY TOOLS IMPROVED
WORKFLOW AND EFFICIENCY COLLABORATION, GROUP WORK, AND EDITING
CLASS RESOURCE REPOSITORIES DOCUMENT VERSION CONTROL AND SINGLE STORAGE
LOCATION ACCESS ACROSS DEVICES SPECIAL CONSIDERATIONS FOR PRODUCTIVITY
TOOLS CONFLICTING EDITS ON SHARED ITEMS BACKUPS OF ONLINE DOCUMENTS
PUBLIC CALENDARS COPYRIGHT SUMMARY RESOURCES
ONLINE RESOURCES FURTHER READING
PART 4 SODAL CONTEXTS
153 154 154 154
155 155 155 155
156 156 157 157
157 157 158 158
159 159 159 159
160
161
13 DIGITAL NATIVES , NEW LEARNING, AND DIGITALLITERACY 163
OVERVIEW 163
THE DIGITAL NATIVES DEBATE 164
NEW LEARNING 165
THE DIGITAL REVOLUTION 165
INDUSTRIAL-MODEL SCHOOLING 166
WHY DO WE NEED NEW LEARNING ? 167
CURRICULUM ISSUES 168
DIGITAL LITERACY 170
WHAT IS DIGITALLITERACY? 170
FUNCTIONAL, NETWORK, AND CRITICAL DIGITALLITERACY: TOWARDS A HOLISTIC
UNDERSTANDING OF DIGITALLITERACY 171
HOW DIGITALLY LITERATE ARE OUR STUDENTS? 172
STUDENTS EXPERIENCES WITH USING DIGITAL TECHNOLOGIES IN FORMALLEARNING
174
SUMMARY 175
RESOURCES 176
IMAGE 9
ONLINE RESOURCES
FURTHER READING
14 THE DIGITAL DIVIDE AND DIGITAL PARTICIPATION OVERVIEW THE DIGITAL
DIVIDE WHAT IS THE DIGITAL DIVIDE?
DIGITAL CAPITAL THEORETICAL ACCESS VERSUS EFFECTIVE ACCESS DIGITAL
PARTICIPATION SOCIAL INCLUSION SUMMARY
RESOURCES ONLINE RESOURCES FURTHER READING
15 CYBERBULLYING OVERVIEW WHAT IS BULLYING? ALL BULLYING
WHAT IS CYBERBULLYING? CYBERBULLYING: WHY IT S DIFFERENT GENDER AND
BULLYING SEXTING
PROBLEMS WITH RESEARCH INTO CYBERBULLYING IDENTIFYING AND RESPONDING TO
CYBERBULLYING IDENTIFYING CYBERBULLYING BASIC CYBERBULLYING ADVICE
KEEPING UP CONCLUDING REMARK: EDUCATION IS THE KEY SUMMARY RESOURCES
ONLINE RESOURCES FURTHER READING
16 UNDERSTANDING RISK ONLINE OVERVIEW RISK MANAGEMENT LEGAL AND POLICY
CONSIDERATIONS
COPYRIGHT AND INTELLECTUAL PROPERTY (IP) PRIVACY AND CONFIDENTIALITY
CONTENTS XV
176
176
177 177 178 178
178 179 181 181 185
186 186 186
187 187 188 188
189 190 191 191
193 194 195 195
196 197 198 198
198 199
200 200 201 202
202 206
IMAGE 10
XVI USING SOCIAL MEDIA IN THE CLASSROOM
USE OF YOUR INSTITUTION S NAME, BRANDING, AND LOGO 207
JURISDICTIONAL ISSUES 208
ACCESSIBILITY 208
CONSIDERATIONS UNDER THE TERMS OF SERVICE 209
COPYRIGHT AND THE TERMS OF SERVICE 209
CONTENT DISTRIBUTION, INCLUDING CREATIVE COMMONS 211
DATA CONTROL AND SECURITY 212
ABILITY TO DELETE INFORMATION 214
PROVIDING INFORMATION ABOUT OTHERS TO THE SERVICE PROVIDER 214
COMMUNICATION FROM THE SERVICE PROVIDER 215
CHANGES TO THE TERMS OF SERVICE 216
CHANGES TO PRIDNG 216
CONSIDERATIONS REGARDING THE SERVICE ITSELF 217
BUSINESS ROBUSTNESS AND LONGEVITY 217
RELIABILITY 218
SOFTWARE VERSION CONTROL 219
ADVERTISING 220
SUMMARY 222
RESOURCES 222
ONLINE RESOURCES 222
FURTHER READING 222
17 PRACTICAL AND IN-DASS CONSIDERATIONS 224
OVERVIEW 224
PRACTICAL AND IN-CLASS CONSIDERATIONS 224
PRIVATE VS PUBLIC SITES 224
BACKUPS 225
USE OF COOKIES AND MONITORING 227
HELP AND SUPPORT AVAILABLE VIA SODAL MEDIA SERVICES 227
HELP AND SUPPORT AVAILABLE AT SCHOOL 228
CROSS-PLATFORM AND CROSS-BROWSER FUNCTIONALITY/USABILITY 228 SCHOOL
BANDWIDTH QUOTAS 228
STUDENTS HORNE INTERNET ACCESS 228
REQUIRING STUDENTS TO REGISTER 229
CHOICE OF SERVICE 229
STUDENT IDENTIFICATION AND USERNAMES 229
STUDENTS RESPONSIBILITY FOR WORK DONE UNDER THEIR OWN LOGIN DETAILS 230
VISIBILITY OF STUDENTS WORK TO EACH OTHER 230
PREVENTING CHANGES BEING MADE TO THE SITE AFTER THE DUE DATE 230 POSTING
OF OFFENSIVE MATERIAL 231
IMAGE 11
CONTENTS XVII
STUDENT USER MIES 231
STUDENT ADMINISTRATORS OF DASS SITES 232
ASSESSMENT 232
INDUDING PARENTS 233
SUMMARY 234
RESOURCES 234
ONLINE RESOURCES 234
AFTERWORD 235
REFERENCES 237
INDEX 245
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| spelling | Poore, Megan Verfasser aut Using social media in the classroom a best practice guide Megan Poore 1. publ. Los Angeles [u.a.] SAGE 2013 XXV, 256 S. txt rdacontent n rdamedia nc rdacarrier Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025167085&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Poore, Megan Using social media in the classroom a best practice guide Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 |
| title | Using social media in the classroom a best practice guide |
| title_auth | Using social media in the classroom a best practice guide |
| title_exact_search | Using social media in the classroom a best practice guide |
| title_full | Using social media in the classroom a best practice guide Megan Poore |
| title_fullStr | Using social media in the classroom a best practice guide Megan Poore |
| title_full_unstemmed | Using social media in the classroom a best practice guide Megan Poore |
| title_short | Using social media in the classroom |
| title_sort | using social media in the classroom a best practice guide |
| title_sub | a best practice guide |
| topic | Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Computerunterstützter Unterricht |
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