Week 29 Activity 5: Using social online networks in teaching or professional development

Week 29

Activity 5: Using social online networks in teaching or professional development

Step 1 Descriptive Stage

I’m the first to admit that I am a reluctant teacher in introducing social media into my teaching practice.  I fundamentally have an issue with the content that seems to me to be often self indulgent and that my personal experience of social media, particularly Facebook, Twitter and Instagram had not been that productive! Therefore, these in particular has not been part of my professional practice or PD. As Melhuish (2013) points out education is not a solitary experience but more a social one. Through this Mindlab study I’ve come to realise that I do use a range of social media platforms in my teaching without being overtly aware of it.  For example, I belong to three Education Google + communities, I regularly use Google Apps, Kahoot’s that are shared, Trello to track progress and comment on and last but not least I’m sure Tour Builder as part of Inquiry.

Step 2 Comparative Stage

When I look at my MindLab peers responses to the Social Media survey I realise that as a profession we aren’t using a wide range in social media platforms. It appears that Facebook and Google+ (Social Networks) and Facebook groups (Social Forums) are by far the most popular. This makes sense when you take into consideration the opinion of Whitaker, Zoul, & Casas (2015) who defined learning networks as being places where the people involved have shared interests and common goals. For me the step to be on par with my colleagues is not huge. By embracing Facebook and Twitter to help connect with other professionals is not that difficult as I have experience of it in my personal life. My challenge (and it would appear most of the survey participants) is to experiment with more diverse types of social networking.  Whitaker et al (2015) believe that we can transform by stepping out of our comfort zones to find value in our connection. By joining teacher focus groups on FB and being alerted to PD through Twitter I believe I can become more connected and informed. I like the idea of using blogs, not just to share but to also critically evaluate my own viewpoint on what others may be sharing and through videos like Ted ed and Youtube I can get a global viewpoint and be part of a ‘collective conscientious’ of educators.  Indeed Melhuish (2013) has stated that belonging to social networking groups enables a community to share its expertise. Who knows? I might have something valuable to offer! Looking at the survey there are a number of platforms I have never heard of so I’m enthusiastic to take a closer look at them.

Step 3 Critical Reflection

In moving forward I think it would benefit my teaching practice if I engage with more social Networks and Social Forums. By investing in professional Learning Network I believe I can become a educator who is connected Whitaker et al., (2015) and by proxy a more informed educator. An easy place to start is by following the formula suggested by Whitaker et al., (2015).  By using follow 5, find 5 and take 5 is a good place to start in taking responsibility for taking responsibility for my development as a professional. As mentioned the shift is not a huge one. If I want to embed in my students a growing awareness of citizenship and opportunities in the digital world Magette (2014) I need to be role model and have a more positive and constructive online presence.

References

Magette, K. (2014). Embracing social media : a practical guide to manage risk and leverage opportunity. Rowman & Littlefield Publishers. (Available in Unitec library).

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved from, http://researchcommons.waikato.ac.nz/bitstr eam/han…

Whitaker, T., Zoul, J., & Casas, J. (2015). What connected educators do differently. New York, NY: Routledge.