PowerPoint Presentation on "Social Media in the Digital Age"

shah_jagoe_presentation

The Role of Social Media in Informal and Formal Learning

This concept maps provides a review of the article "The Role of Social Media in Informal and Formal Learning".

EDUC5405 - What was the most poignant part of the paper for you and why? If you have a quote or an example, please post it as a comment to this blog post. Thanks!

Technology as Media

The follow excerpt is from Educational Technology: Media for Inquiry, Communication, Construction and Expression by B.C. Bruce and J.A. Levin.


"In addition, we wanted to emphasize the mediative aspect of technologies. That is, we view the effects of technologies as operating to a large extent through the ways that they alter the environments for thinking, communicating, and acting in the world. Thus, they provide new media for learning, in the sense that one might say land provided new media for creatures to evolve. This view of media encompasses, but extends, the familiar idea of media as a place to put information. Today, interactive, multimedia technology provides us with a new way to draw upon children's natural impulses. These new media hold an abundance of materials including text, voice, music, graphics, photos, animation, and video. But they provide more than abundance. Bringing all these media together means that we can vastly expand the range of learning experiences, opening up the social and natural worlds. Students can explore the relations among ideas and thus experience a more connected form of learning. Perhaps most importantly, these new media are interactive, and conducive to active, engaged learning. Students can choose what to see and do, and they have media to record and extend what they learn. Learning is thus driven by the individual needs and interests of the learner."


This paragraph portrays technology as a tool for creativity and to inspire life long learning. It is emphasizing what Dewey posits in that educators need to encourage the impulses children have in order to encourage constructive thought and knowledge development. The "educational challenge is to nurture these impulses for life long learning" (Bruce, B.C. et al., 1997).

Organizational Theory | Structures | Learning

Introduction

Throughout the past five weeks of class, I have developed an understanding of the historical context of organizational theory, some of the research/theorists associated with various organizational theories and the evolution of organizational structures. The variety of organizational structures discussed in class and in chapter three of “Guide to Organization Design: Creating High-Performing and Adaptable Enterprises” peaked my interest in various models associated with organizations. As I was reading, I jotted down a few questions that came to mind. These included:

-          Is there an organizational structure called: collaborative structure?

-          What does 21^st century org theory look like?

-          What is organizational learning?

-          What is organizational creativity or innovation?

To address a few of these questions, I read four journal articles to develop my understanding which in turn caused me to develop more questions about organizations. This demonstrates that organizational theory is a dynamic and growing field.   

Question 1: What does 21^st century organizational theory look like?

“Organization theory studies the origin, structure, persistence, change, and disappearance of organizations, as well as the relations constructed among them and the impacts they have on individuals and the broader society. The basic imagery is of organizations as meaningfully bounded units responding to various pressures prompting adaptation or, failing that, selection” (David, G.F., McAdam, D., 2000).

David, G.F., et al. (2000) presents the definition above but explains that it is difficult to apply it to current organizational theory due to our current economy. The American economy is going through a “third industrial revolution” where the mass production paradigm in breaking down, traditional labour markets are breaking down and global markets are expanding considerably (David G.F., 2000). Traditional organization theory portrays organizations as entities with boundaries and centralized control. However, the current economy and markets demonstrate that organizations have networks and are malleable. A problem with organizational theory is that the terminology and ontology is based on Taylor’s scientific management model where organizations are closed entities where all steps of production were within the one entity. Two trends in the U.S. on organizational theory since the second war include shifts in the social structures of production and markets that are globally controlled. Thus, network production systems are a better way to describe organizational structure in the current century. This type of structure emphasis that organizations have fluid boundaries (David G.F., et al., 2000). Organizations change and are influenced by social movements. These social movements produce changes in organizational structure and theories (Rao, H., Morril C., and Zald, M.N., 2000). Looking at organizational structure through a networked structure will give theorists a better understanding of how social structures effect, change, influence and mold 21^st century organizations.  

Question 2: What does 21^st century organizational structure look like?

Organizational structures are beginning to be looked at more frequently in terms of social structures. This includes looking at how sociology (culture and politics) can influence and effect organizational structures. Rooted in culture are systems of power and leadership which can be reflected in organizational structures. A number of studies have shown how social movements can affect the organizational structure. This is an example of how factors outside the organization influence the its structure and thus defying Taylor’s scientific model of an organization as a closed entity. The aim of new structionalists is to breakdown the walls that divide the study of organization from sociology (Lounsbury, M., Ventresca, M., 2003).

Question 3: What is organizational learning?

I came across the term organizational learning during one of the readings and was intrigued by what it meant in the 21^st century. In addition, in another M.Ed. course, personal learning networks were discussed which provoked me to link organizational structures to personal learning networks. This idea was augmented while reading about network production systems and how personal learning networks influence organizational structures and learning.

I better understood the idea of organizational learning after reading “Patterns and structures of intra-organizational learning networks within a knowledge intensive organization” (Skerlavaj, M., Dimovski, V., Desouza K.C., 2010). Determining the structure of intra-organizational learning networks is difficult due to lack of data in the field. Organizational learning occurs when information is transformed into knowledge which in turn is processed into action. This propels behavioural and cognitive changes. This form of learning can happen at a variety of levels including individuals, groups and inter-organization based. There are two prominent perspectives on learning in organizations: the participation perspective and the acquisition perspective. The acquisition perspective claims that knowledge can be transferred from one individual to the next. The participation perspective claims that “learning is function of participation in communities of practice” meaning knowledge gained through other medium than instruction based methods (Skerlavaj, M., et al., 2010). The idea of network learning combines both aspects of the acquisition perspective and the participation perspective. This perspective posits that learning within an organization is relational and can be individual based. Network learning studies the collection of individuals within the network and how they interact, exchange information and act on information. Sociograms which are two-dimensional diagrams that show the relationships between units of individuals can be used to explain and demonstrate network learning.  

Conclusion

It is evident through these papers and from our class readings that organizational theories are created and developed by organizations; the theories cannot work on their own terms, limits and conditions. Thus, we need to develop new terminology and vocabulary to explain the organizational theories and structures within our current economy (David G.F., et al., 2000). Through class discussions, and readings, I have developed an appreciation for the vastness of organizational theory and structures. My original thoughts on organizational theory were based on a bureaucratic view of large, centralized organizations. However, my view is churning into a holistic image of the changing structures and theories that have evolved over time and continue to evolve to depict current organizations. Reading about newer and evolved organizational theories and structures is also developing my 21^st century model for the organization I’d like to develop for the final assignment.

References

David, G.F., McAdam, D. (2000). Corporations, Classes and Social Movements After Managerialism. Research in Organizational Behaviour , 22, p.195-238.

Lounsbury, M., Ventresca, M. (2003). The New Structionalism in Organizational Theory. Organization Articles, 10(3).

Rao, H., Morril, C., Zald, M.N. (2000). Power Plays: How Social Movements and Collective Action Create New Organizational Forms. Research in Organizational Behaviour, 22, p. 239-282.

Skerlavaj, M., Dimovski, V., Desouza K.C. (2010). Patterns and structures of intra-organizational learning networks within a knowledge intensive organization. Journal of Information Technology.

Summary of: The Computer in School: Tutor, Tool, Tutee

This concept map summaries the key points of the "The Computer in School: Tutor, Tool, Tutee" paper by Taylor, R.P., 1980

  

Summary of: Re-Examining Categories of Computer-Based Learning in Mathematics Education

This concept map summaries the key points of the "Re-Examining Categories of Computer-Based Learning in Mathematics Education" paper by Handal B. and Herrington, A., 2003 

Summary of: Educational Technology: Media for Inquiry, Communication, Construction and Expression

This concept map summaries the key points of the "Educational Technology: Media for Inquiry, Communication, Construction and Expression" paper by Bruce, B.C., Levin, J.A., 1997

Adult Learning Theory

Speck (1996) notes that the following important points of adult learning theory should be considered when professional development activities are designed for educators:

• "Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the 'real world' is important and relevant to the adult learner's personal and professional needs.

• Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus, professional development needs to give participants some control over the what, who, how, why, when, and where of their learning.

• Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant.

• Adult learners need direct, concrete experiences in which they apply the learning in real work.

• Adult learning has ego involved. Professional development must be structured to provide support from peers and to reduce the fear of judgment during learning.

• Adults need to receive feedback on how they are doing and the results of their efforts. Opportunities must be built into professional development activities that allow the learner to practice the learning and receive structured, helpful feedback.

• Adults need to participate in small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences.

• Adult learners come to learning with a wide range of previous experiences, knowledge, self-direction, interests, and competencies. This diversity must be accommodated in the professional development planning.

• Transfer of learning for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained." (pp. 36-37)

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Leadership and Technology - Week 2 Reflections

Leadership and Technology - Week 1 Reflections

Organizational Theory - Week 1 Reflections

My goal for this term is to create concept maps after every class. These maps will include my learning during class, readings and assignments. Here is my map from the first Organizational Theory class. 

More Schools Embracing iPad as Learning Tool

Very interesting article in the NYT regarding iPads and education.

An Analysis of Integrating Social Media in Curriculum - Part 3 Blogs

Application in curriculum

Blogs are a versatile online tool that can be used in any subject area. Educators can have students set up blogs as individuals, partners or groups on a specific topic, unit or entire course. For example, in English courses it can be used as a medium for journal entries or reflective entries on novels, class material or to improve general writing skills. In math it can be used as a reflective journal entry to explain the theories behind mathematical concepts or used as a discussion/solving area for problem solving questions. In science courses, it can be used as a lab journal that records lab reports with safety measures, observations, problem statements, results and conclusions. It can be used in art courses to discuss art history or to post various pieces of art to be analyzed or reflected upon. There are a number of differences between a blog and a hardcopy journal. First, a blog can be edited by a number of authors (if set up with multiple authors). Second, a blog is accessible to everyone or to no one (depending on settings and its purpose). Third, educators can access student blogs in an instant and can comment directly into the blog. This allows for instantaneous communication. Lastly, blogs can be accessible with a computer or smart mobile device.

Student's perspective

As a student, I use a blog to document my knowledge, learning and understanding of educational related material. I started my blog during this Master’s program. I use it to post my perspective on educational curriculum, leadership, theorists and to reflect on my learning in education. It is an effective way to record ideas, thoughts and reflections as well as to share material (e.g. videos and diagrams) with others. It also serves as a reminder that I aim to be a lifelong learner and that my posts reflect ongoing learning and thinking. Also, very recently I have set up a private blog for my Master’s project “Integrating Robotics into Curriculum” which is open to my host teacher and supervisors. It will help us to stay in regular communication about my project, proposal and any epiphanies anyone may have.

Challenges

There are a few challenges associated with blogging in an educational setting. The first is that it is tricky to assess students on blogs which are written in pairs or groups. Assessment criteria would need to be based on a group effort in those cases. Although, in cases where a blog is used as an instrument for raw thought, ideas and collaboration formal assessment may not be necessary. A related problem to assessment is the transparency of blogs. If blogs are made public within the class, all students have access to each other’s work. This could pose a problem in terms of plagiarism or inappropriate use of idea sharing. To address this issue, it would be wise for teachers to put in place a discussion to create structure and guidelines for appropriate blog use and have students create an agreement chart that can be signed. Lastly, similar to FB and Twitter, blogs pose the challenge of accessibility. Blogs can be only be accessed with a computer or mobile device with internet. These privileges may not be a reality for all students and thus educators must be aware of that if using blogs. 

One way to help understand and account for differences in digital literacy and text forms is differentiating between asynchronous or synchronous media forms (Merchant, 2007). Thus, this can help to determine effective assessment strategies. It also raises valuable questions including: should spelling/grammar be assessed if it’s synchronous? Who gets credit for asynchronous work? Are HOTS being displayed in asynchronous forms of media?

An Analysis of Integrating Social Media in Curriculum - Part 2 Twitter

Application in curriculum

                Twitter has a number of applications that can be used to enhance curriculum. Educators can ask students to create Twitter accounts for a particular subject and encourage posting links, thoughts, questions or ideas that pertain to the topic. Educators can create groups and lists that students can follow to get a variety of information or news. Educators can post links to news, websites and information online for students to use in their researching, homework or to gain a better understanding of course material. Twitter can also allow students to “follow” professionals in the associated field within their interests or pertaining to curriculum material. Fellow classmates and educators can reply to each other’s posts and can be used as a collaborative learning tool. Junco, et al. (2010) studied the effect of encouraging the use of Twitter on engagement and grades at the post-secondary level. The study found that the experimental classes that used Twitter had an increase in engagement as well as increase in their grades compared to the control classes where Twitter was not encouraged. Although this study is at the post-secondary level, it demonstrates that engagement and achievement are enhanced when social media is appropriately implemented within an educational setting. This gives hopes that similar findings will be demonstrated in middle/high school settings.

 Student's perspective

My first use of Twitter was actually during this Master’s program. My primary purpose of using Twitter has been to add individuals within my classes, educators in the field, professionals and news outlets. I regularly read articles related to education posted on Twitter which I have on occasion used in my assignments or discussed with classmates. I have also communicated with my professors and classmates using Twitter regarding course related material. It has allowed for collaborative work, shared intelligence and networking. It has the ability to narrow down information and allows the user to be selective. 

Challenges

“…some educators have been experimenting with using Twitter and other social media technologies to introduce a backchannel to the classroom, a practice that has generated intense criticism from those who see it as a threat to traditional lecture formats and established pedagogy” (Atkinson, 2010, p. 31). In response to this quote, I do see social media in the form of Twitter breaking down traditional forms of teaching and pedagogy which is in fact necessary. Learning and teaching must be geared towards the trends of the generation being taught. We must exercise tools used by the current generation to enhance their learning and understanding in a meaningful manner. However, some challenges associated with integrating Twitter into curriculum are similar to those related to FB. For example, students can add any individual to Twitter (and vice versa) without the control of the educator. This can pose a problem if students begin to reveal personal information to strangers online. Also, there is the problem of equity and accessibility with regards to accessing Twitter outside of the classroom. With certain precautions and preparing students for the tool, I believe that Twitter can be used effectively to integrated social media into curriculum within middle school, high school or post-secondary classes.   

An Analysis of Integrating Social Media in Curriculum - Part 1 Facebook

Application in curriculum

Facebook (FB) is a social networking website that was originally created for university students. Eventually, it become open to high school students and is now open to anyone over the age of 13 (Wikipedia, 2010). Thus, if educators are to integrate FB into curriculum they must be aware of the age restriction. Greenhow, Robella & Hughes (2009) explain that the current generation is part of a participatory culture where youth feel connected via social media and can use these tools as “collaborative problem solving” (p. 249). The research posits that using social media “might promote potentially rich opportunities to make learning more personally meaningful, collaborative and socially relevant” (Greenhow et al., 2009, p. 249).

Teachers can create profiles on various social media sites and spend “15-20 minutes of near daily commenting, instant messaging, posting status updates, evaluating friend requests, reading blog entries, reading news sources, sending out requests for information, engaging in groups, and sharing and tagging videos, photos, and scanned artwork” (Greenhow, Robelia, & Kim, 2008 as cited in Greenhow, 2008, p. 5).

FB contains a variety of applications (apps) that educators can use to promote reading, language skills and research assistance (Accredited Online Schools, 2008). Educators can choose which apps they can encourage their students to use. Also, educators (or students) can set up “groups” which can act as study groups or group project sites. In addition, educators or students can use the “wall” to post announcements regarding homework, due dates, events or special instructions. Students can post their thoughts, ideas or questions on their wall which can allow other classmates or the teacher to respond either asynchronously or synchronously (Merchant, 2007). Educators can encourage students to add classmates as friends in order to connect regarding school related work. Outside of curriculum, students can organize fundraising events or set up volunteer groups.

Student’s perspective

While researching educational theorists (for this course and others) for various assignments, I managed to find some theorists on FB. I found Seymour Papert and Phillip Schletchty on FB with active profiles who have both added me as friends. Although they did not add me until after my assignments were handed in, I find it exciting that I can connect directly with these theorists about their latest work or previous findings. This allows for direct communication which would have been impossible just a few years ago. As a student, I feel globally and generationally connected to leaders in the field of education which makes researching and communication simplistic.

Challenges

There are a number of challenges and dilemmas associated with integrating FB into education. Based on my analysis, I believe that Integrating FB into curriculum can be safe and beneficial if done at the post-secondary and advanced degree stages; however, may it not be viable with middle or high school students. The first issue being that FB is a transparent online tool that gives people avenues to display personal information. Young students are not aware of the dangers associated with posting personal information online and how it can be used for inappropriate purposes by others. This feature of FB is not controllable by the educator. A related problem is that students can use FB in any way they like regardless of how the educators would want them to use it. Posting pictures and chatting about personal matters on their wall may pose a privacy issue. Another challenge of integrating FB into curriculum is equity and access within the class. Not all students will have access to a computer or the internet from home and hence may not be able to access the learning resources or student groups unlike other classmates. Using FB can also be used as a bullying medium for students (cyber bullying) which cannot be controlled by the educator. Lastly, from a different perspective, teachers must be vigilant and careful about what they post of FB. Digital postings leave digital footprints and are irretrievable. Hence, if a teacher were using FB to compliment curriculum, they must treat it as their classroom and only post what they would say or do in their own classroom.  

Digital Native Teachers working with Digital Immigrant Teachers - Amazing!

Excerpt from: Connecting informal and formal learning experiences in the age of participatory media

"Bull et al. suggested that schools of education can help teachers translate informal use of communication technologies outside of school into applied activities inside school by fostering intergenerational collaboration. Gen-Y teacher education students, who have “lived their lives immersed in digital technologies” and may have advanced technology knowledge but emerging pedagogical and content knowledge, can team up with digital immigrant teacher educators who have extensive content and pedagogical knowledge. Thus, the collective wisdom of the group fosters deeper “understanding of the ways in which technology, pedagogy and content knowledge can be combined.”

Greenlow, C. (2008). Connecting informal and formal learning experiences in the age of participatory media: Commentary on Bull et al. (2008). Contemporary Issues in Technology and Teacher Education, 8(2). 

An Analysis of Integrating Social Media in Curriculum

I created this concept map to explain the components of a paper I have written on "Curriculum theory in a digital age: What will curriculum look like in my professional specialty?". I will post portions of the paper soon!

Source of images

Collegiality versus Hierarchy - Educational Leadership

Many educational leadership theorists note that for a school structure to facilitate an effective school environment or to illicit positive change and growth, leaders must foster positive relationships among and between staff. Fullan describes in The Six Secrets of Change that leaders must “create the conditions for effective peer interaction and intervene along the way when things are not working as well as they could” (Fullan, 2008). 

Within a hierarchical leadership, not everyone shares the same “power”. The idea of shared leadership is more relevant to our society today which values the strengths that others possess regardless of race, gender, age or cultural background. Sergiovanni believes that shared leadership is not about giving ubiquitous leadership positions within the school structure but instead it is about school culture (Sergiovanni, 2001). Teachers are valued within the system to have individual strengths and expertise that can be put to use. Thus, shared leadership can strengthen a school by harnessing the varied talents of many individuals as well as plays a role in creating inclusiveness (Sergiovanni, 2001). Sergiovanni posits that “control” driven leadership is no necessary if staff groups are empowered to act professionally and collegially. He states that “the more professionalism is emphasized, the less leadership is needed. The more leadership is emphasized, the less likely it is that professionalism will develop” (Sergiovanni, 1992). 

Fullan, M. (2008). The Six Secrets of Change. San Francisco: Jossey-Bass Inc.

Sergiovanni, T. J. (1992). Why We Should Seek Substitutes for Leadership. Educational Leadership, 41-45.

Sergiovanni, T.J. (2001). Sergiovanni . Retrieved December 3, 2010, from Slideshare: http://www.slideshare.net/charlescorn/sergiovanni-1477182

Trust - Educational Leadership

"Trust is the emotional glue that binds followers and leaders together. The accumulation of trust is a measure of the legitimacy of leadership. It cannot be mandated or purchased; it must be earned" (Bennis et al., 1986). 

This quote by Bennis and Nanus demonstrates the importance of developing trust within any structured system. As a measure of the legitimacy of leadership, leadership is rendered ineffective if trust is broken or non-existent. Trust can be built and earned among teachers as well as between teacher and principal through actions and clear communication that align with a shared vision. In the same regard, trust is diminished through actions and communication when individual’s abilities are not respected, inclusion is not developed or hierarchy prevails over collegiality. 

Ah-ha Moment....

I had an ah-ha moment while writing my assignment on a critical incident in a school and examining the educational leadership theories associated with the issue.

"An epiphany that came from this reflection is the realization that school structures are living, breathing reactionary organisms. Healthy stimulus and inputs will produce positive and healthy outputs. Integrity driven actions will produce morally sound reactions. Hence, the school structure must be comprised of individuals willing and eager to make positive decisions, reactions and actions. Developing a shared vision within the school will allow for individuals to demonstrate their ownership of the vision through their actions, communications and interactions. However, for this to occur, educational leadership must foster a platform for these attitudes to be prevalent within the school." - U Shah