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Twitter, Teaching & Reflective Practices

This is a presentation for ICEL2010 (Penang, July 2010)
by

Noeline Wright

on 12 October 2011

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Transcript of Twitter, Teaching & Reflective Practices

Microblogging for reflection: Developing teacher knowledge
through Twitter Outline Literature
Study: context, design & analysis
Findings
Significance
Literature Initial views of Twitter Educational uses of Twitter McFedries (2007): “most people just don’t see the point, and others dismiss it as a massive time-suck… [because] of the unremitting triviality of most people’s updates”. Lyons (2009) argued that Twitter was “a playground for imbeciles, skeevy marketers, D-list celebrity half-wits, and pathetic attention seekers”. Uses:
advertising (Lake, 2009; Jansen et al, 2009)
social activism (Jungherr, 2008)
librarians to interact with readers (Kroski, 2008)
Educational uses:
collaborative learning & "ambient awareness" (Grosseck & Holotescue, 2009)
conversational interaction (Honeycutt and Herring, 2009)
"platform for metacognition" (Grosseck & Holotescue, 2009)
examining where students learned (Aspden & Thorpe, 2009)
Changing the question
using mobile devices
connecting people
developing metacognition, because... Key triggers for study: Study: context, design & analysis ...teacher education is a field in which students “are expected to acquire, decipher, and understand a wealth of information, both pedagogical and practical” (Wishart, 2009, p. 266), and .... .. reflection is critical to teachers' practices:
1. as a means by which teachers can continue to review and adjust their pedagogical practices for their learners, so their learners have positive learning outcomes.
2. it is important for teachers to critically judge the value of ideas and practices in a wider educational sense Dewey (1933) - reflection is a means by which problems of practice can be examined and resolved Volunteer group
second practicum - 7 weeks
Ethics
closed Twitter account
3 tweets per school day
mobile activated
Tweets as prime data source
focus group post practicum “teachers must be able to construct pedagogical practices that have relevance and meaning to students’ social and cultural realities” (Howard 2003, p.195), Reflection Analysis:
thematic categories
What am I learning now?
What do my students say about their learning right now?
What do I need to overcome or solve?
Where am I learning right now?
What am I going to do next?
What is getting in the way right now? What am I thinking about right now? pedagogy
emotions
relationships
complexity/curriculum/planning
reflections, and
other Findings wondering at:
1. complex and contradictory nature of teaching
2. the complex and variable nature of working with teenagers
3. variety of student learning behaviours
4. emotional loads
5. relationships - with students and staff Also:
connection with peers vital
3 tweets per day forced thinking about what they did, & why and how
4 used mobiles regularly
4 regularly used computers
most tweeted outside lesson times Significance social cues created greater intimacy among participants, and linked to the potential for Twitter to support and sustain learning communities
colloquial/txt-speak conveyed thoughts quickly
brevity of posts = easily & quickly read = greater connection among group
ideas for participants to trial Twitter with own classes Now? repeating practicum use with 2010 cohort + Engineering students' placements over summer Dr Noeline Wright
The University of Waikato Outcomes •Improved confidence with, and knowledge about, e-learning practices and tools
•Improved understanding and consistent use of appropriate pedagogies that support learning
•Improved relationships with students including an appreciation of their prior knowledge, diverse backgrounds, and capacity to learn
•Seeking regular feedback from students about their learning in order to improve practices and relationships
•Greater satisfaction and engagement in designing and implementing effective pedagogical practices
•Developing an inquiry approach focused on improving students’ learning outcomes which link to both subject specific outcomes, and Key Competencies. Outcomes? These include:
•Improved confidence with, and knowledge about, e-learning tools
•Improved understanding of appropriate pedagogies
•Improved relationships with students including an appreciation of their prior knowledge, diverse backgrounds, and capacity to learn
•Developing an inquiry approach
Actively thinking about what goes on in classrooms and their role in it
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