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CSWE 2016 - Using Pinterest Educational Projects for Developing Computer Literacy

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Transcript of CSWE 2016 - Using Pinterest Educational Projects for Developing Computer Literacy

Using Pinterest Educational Projects for Developing Computer Literacy
Adele Weiner, Ph.D., L.C.S.W.
Metropolitan College of New York
Kim Lorber, Ph.D., L.C.S.W.
Ramapo College of New Jersey
Most common definitions of computer literacy for college students focus on the ability to use computers to write papers, create spreadsheets and make presentations.

Students should also be able to find and use information from the Internet and various library databases.
But computer literacy is not a
“one size-fits all” kind of skill.
Depending on the discipline, some students may be required to become proficient with
specific mathematical or statistical software,
digital photography or film editing, or
specialized laboratory equipment.
Hignite, Margavio, and Margavio (2009) suggest that computer literacy is part of the larger field of information literacy education that focuses on the
development of students' abilities to construct/collect and analyze information in a way that provides the basis for effective decision making
(p. 812), an important skill for social workers.
Many aspects of college life require basic computer literacy.
Taking online classes
Filing for Financial Aid
Registering for classes
Scheduling appointments
Nontraditional and older college students may have even less experience with the digital world.
Metros, in her keynote for the 2010 Campus Technology Virtual Conference, suggested a continuum for computer literacy from stimulated to fluent (Grush, 2010).
The computer literate person should be able to exercise judgment and comprehension to produce innovative, informed electronic information that can be useful to others.
Computer Literacy for
College Students

Pinterest, a very popular social networking site, can be used for educational projects that can improve students' learning and computer literacy.
The activities involved in developing a Pinterest board encourage a number of higher level learning objectives, such as analyzing, judging and creating, identified in Bloom's Taxonomy (1956).
The Pinterest user space is the equivalent of virtual bulletin boards, within which one can pin or collate images from all across the Internet.
Postings are called “pins” and users can either use Pinterest buttons embedded by owners in their web sites, a “Pin It” button in their web browser or the Pinterest app on mobile devices to create a pin.
Boards can be private and only visible to the owner and the people invited to it. This allows students to curate boards that are only available to class members.
Each pin includes
a caption,
a short description of the image,
links back to the site from which it originated and
comments
Boards can also be curated by more than one person; allowing for group projects.
The curators can write 500 character descriptions of the pictures or videos and class members who view the boards can also leave comments, go to the original pages for the images and repin the images to their own boards
Students can then use their boards for in-class presentations or share links for online review by others.
This allows for easy integration into distance or hybrid courses, providing interactive activities online.
Pinterest is only limited by the imaginations of the users.
These levels represent consumers of information.
Goode (2010) reminds us that, even among traditional age college students, many may not have the prerequisite skills to successfully negotiate the digital college environment and therefore may not succeed as students.
Many younger students use apps on mobile devices and are unfamiliar with browser based skills.
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