We decided last year to try and have the goal of using Seesaw in our classes to share children's work with their parents. We set up our Seesaw account and starting posting after inviting parents to join. The NZ Teachers Council says 'Social media provides a great opportunity to collaborate and communicate with parents and whānau' (2017).There was an immediate uptake by parents who wanted to be involved in their child's school day and appreciated having their child's work, photos of their child and videos with their child in to view. As Melhuish (2013) suggests one's own familiarity with social media results in ease of use for other purposes such as in the classroom.
I also used Pinterest a lot to get some fresh ideas for many aspects of the curriculum such as crafts, maths and literacy. I have printed off many ideas and made them with my class.
Now that we are undertaking Play Based Learning I have joined several Facebook sites such as Play Based Learning Group, New Zealand Primary Teachers Facebook page and Number Agents to name a few. I am a Facebook user myself and previously posted photos and comments on my own and other people's sites.
I use Youtube or Facebook nearly every week to learn how to do or make something related to school such as paper helicopters, frog life cycle or for songs with lyrics and engaging graphics - sometimes I bookmark these to show my class or reuse myself if I need them later.
Universities have been mindful of protecting their students from plagiarism and teachers in primary schools also require students to submit original work or reference where their source came from. It is a barrier to widespread use of social media the Babson study (2009) found that unless some fundamental changes take place to address concerns about the privacy and integrity of submissions, this adoption of social media will be very selective and continue to lag behind faculty use of social media in other aspects of their lives.
When I use social media in the classroom I love it if it goes well but when it fails to load or comes up with extra sites which I do not want to show my class I get into a state of panic or become very irritated with technology. I have noticed that my students become very absorbed in the screen and that it is far more powerful to teach fractions for instance through funny animations than by me talking and explaining. But now that we are understanding more of how people learn and that it is a combination of many factors Sharples et al (2016) point out that no one approach is perfect and we
continue to watch and learn from our students as they show us what engages them. For my own practice of 40 years teaching primary age children I have continued to add levels of understanding to how children learn and I am not convinced even now that I have the answer. Leslee Allen in her Facebook post called Number Agents (2018) has mentioned that she realises she is not the fount of all knowledge and that she merely has a role as a coach and supporter when children are ready to read. It is her understanding that with a bit of just in time teaching children will teach themselves reading strategies when they need them.
References
Allen, L. (2018) Number Agents - Learning through play - Facebook - retrieved from: https://www.facebook.com/groups/505280046303113/?multi_permalinks=959649554199491¬if_id=1520070934091847¬if_t=group_highlights&ref=notif
Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han…
NZ Education Council. (n.d.). What is social media . Retrieved June 16, 2017 from http://teachersandsocialmedia.co.nz/what-social-me...
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/social-media-for-teaching-and-learning-2013-report.pdf
Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf
I also used Pinterest a lot to get some fresh ideas for many aspects of the curriculum such as crafts, maths and literacy. I have printed off many ideas and made them with my class.
Now that we are undertaking Play Based Learning I have joined several Facebook sites such as Play Based Learning Group, New Zealand Primary Teachers Facebook page and Number Agents to name a few. I am a Facebook user myself and previously posted photos and comments on my own and other people's sites.
I use Youtube or Facebook nearly every week to learn how to do or make something related to school such as paper helicopters, frog life cycle or for songs with lyrics and engaging graphics - sometimes I bookmark these to show my class or reuse myself if I need them later.
Universities have been mindful of protecting their students from plagiarism and teachers in primary schools also require students to submit original work or reference where their source came from. It is a barrier to widespread use of social media the Babson study (2009) found that unless some fundamental changes take place to address concerns about the privacy and integrity of submissions, this adoption of social media will be very selective and continue to lag behind faculty use of social media in other aspects of their lives.
When I use social media in the classroom I love it if it goes well but when it fails to load or comes up with extra sites which I do not want to show my class I get into a state of panic or become very irritated with technology. I have noticed that my students become very absorbed in the screen and that it is far more powerful to teach fractions for instance through funny animations than by me talking and explaining. But now that we are understanding more of how people learn and that it is a combination of many factors Sharples et al (2016) point out that no one approach is perfect and we
continue to watch and learn from our students as they show us what engages them. For my own practice of 40 years teaching primary age children I have continued to add levels of understanding to how children learn and I am not convinced even now that I have the answer. Leslee Allen in her Facebook post called Number Agents (2018) has mentioned that she realises she is not the fount of all knowledge and that she merely has a role as a coach and supporter when children are ready to read. It is her understanding that with a bit of just in time teaching children will teach themselves reading strategies when they need them.
References
Allen, L. (2018) Number Agents - Learning through play - Facebook - retrieved from: https://www.facebook.com/groups/505280046303113/?multi_permalinks=959649554199491¬if_id=1520070934091847¬if_t=group_highlights&ref=notif
Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han…
NZ Education Council. (n.d.). What is social media . Retrieved June 16, 2017 from http://teachersandsocialmedia.co.nz/what-social-me...
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/social-media-for-teaching-and-learning-2013-report.pdf
Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf
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