Date post: | 28-Jul-2015 |
Category: |
Education |
Upload: | andres-ramos |
View: | 77 times |
Download: | 2 times |
Teachers and schools are faced with:
• Budget constraints
• Equipment
• Infrastructure
• Connectivity
• Standards and practices
• Varying levels of digital literacy.
RESTRICTIONS TO ICT USE
Our objectives today:
• To build a framework for relevant use of generic social media in ELT.
• To devise strategies for such framework.
• To apply such framework and strategies to Pinterest while identifying its opportunities for education.
LET’S PIN THIS DOWN!!
As platforms developed by entities with a worldwide reach, they:
• Remove a considerable amount of obstacles from the stakeholders in the educational process
• Enable academic collaboration
• Provide a user experience (UX) appealing to both Digital Natives and Immigrants.
Coleman, 2013; Duke & Jordan, 2011; Prenski, 2001
SOCIAL MEDIA
Development
Planning
Implementation
Monitoring
Evaluation
Research
Planning
Syllabus Description
Resources
Announcements, F2F classes
Work assignment and submission
Content categories and classification
Peer review
Feedback UNESCO, 1995; EU, 2004; UNESCO-IIEP, 2010; UNESCO, 2011
EDUCATIONAL CYCLE WITH SOCIAL MEDIA
Groups
MildlyEventsAbout
Uploads, links
Posts
Posts, notes
Albums, Hashtags
Comments+IM
Following
Mildly
Weak
Pics, links
Tweets
IM, links
Hashtags
Replies, Faves+
IM
Repinning
Mildly
Boards, pin
Boards
IMs, Boards
IMs, Boards
Hashtags
Comments, Repins, IMs
UNESCO, 1995; EU, 2004; UNESCO-IIEP, 2010; UNESCO, 2011
EDUCATIONAL CYCLE WITH SOCIAL MEDIA
Social media are pervasive tools for knowledge deepening
and creation!
STRATEGIES FOR AGGREGATION
By saving / keeping pins of our interest, we can:
• Pin on a miscellaneous / general board
• Look back and assign descriptors (hashtags)
• Reclassify
• Discard
• Modify.
Let’s aggregate!
• Each team will “pin” (take) 3-4 pics.
• Post them on your board and say what you like about them.
Gadot & Levin, 2012; Antonio et al, 2012
STRATEGIES FOR BOOKMARKING
By classifying pins of our interest, we can:
• Use them as reference for planning
• Look further into their info and primary sources
• Contrast them with other pins / sources / resources
• Share them with peers for discussion via comments
• Bring them up as a resource of a syllabus.
Let’s bookmark!
• Choose a category of “pins” and name the board.
• Exchange with other teams to get more pins of your category.
• In your teams, comment on potential use for your ELT class.
Strengths:
• Features per se
• Features for class
• Content delivery
Weaknesses:
• Deficiencies per se
• Deficiencies for class
• Incompatible content
Opportunities:
• For or from students
• For or from teachers
• For or from school / others
Threats:
• For or from students
• For or from teachers
• For or from school / others
SWOT ANALYSIS
Gadot & Levin, 2012; Antonio et al, 2012
STRATEGIES FOR CURATION
By preserving pins of our interest, we can:
• Make them overt course content
• Generate activities around them
• Use ESOL instructional techniques with them
• Share them as examples of desired work
• Other
Let’s curate!
• In your category, choose the most useful / valuable pin.
• All team members brainstorm on possible classroom activities.
• A team member is the “teacher” and leads their “students” in a brief exercise.
Mihram, 2004; NCTE-CCCC, 2007
BOARDS AS DIGITAL PORTFOLIOS
A board of exhibits from a student allows to:
• Preserve different media (images, links)
• Individualize language production
• Develop learner skills
• Expedite assessment
• Measure against rubrics
PINNING MY CLASS:
Let’s reflect and ponder Pinterest’s feasibility with these questions:
• How many students have smartphones?
• What are their mobile skills, habits, and attitudes?
• What content categories am I interested in?
• What parts of my course syllabus can I pin?
• To what extent and in which phases will I include it?
ELT REFERENCES ON PINTEREST
Some ELT, EdTech services and personalities active on Pinterest:
• Edudemic
• Terry Heick (TeachTought’s community manager)
• Schoology
• Clever Classroom
• Educators Technology
• Nik Peachey
• Shelly Sanchez Terrell
• Larry Ferlazzo
• Doris Molero
• Venezuela TESOL
In our midst, many teachers and schools cannot afford proprietary VLEs. Some teachers have developed modest to moderate digital skills, and feel that open-source or free VLEs
are overwhelming. We can accessibly and manageably include online activity in our teaching by resorting to general-purpose social media. As they are pervasive, adapting them to ELT is
simpler than perceived. We’ve reviewed leading social media in the light of generally accepted educational practices, and laid
the foundation to apply an A-B-C rationale to Pinterest, thereby practicing classroom-ready strategies suitable for ESOL. We’ve
also experienced firsthand how to manage announcements, post and share content, give feedback, and assess portfolios
made by your students with Pinterest’s tools assisting our syllabus and F2F class activity.
HAPPY PINNING FOR ELT!