Project+1+Annotated+Bibliography

=Introduction = For many teachers, deciding if using social media in the classroom is right for their students is a huge question that seems to be looming. Many teachers have concerns about the safety of social media in an educational setting while others simply want to know will it enhance my students’ learning? This annotated bibliography from the articles that I read regarding the question of social media should help me decide where I will go next with social media.

=__Source 1 __= Abe, P., & Jordan, N. A. (2013). Integrating social media into the classroom curriculum. //About Campus, 18//(1), 16-20. =Summary = Paige Abe, is a community director for the department of housing & residential Education at the university of north Carolina at Chapel hill. Nickolas A. Jordan, PhD, is an assistant professor of marriage and family therapy at Appalachian State University. In this article, Abe and Jordan share advantages and disadvantages of integrating social media into the classroom. This article offers many facts that support the use of social media in an educational setting. This article suggests that learners may benefit from enhanced learning through the integration of social media into their regular curriculum. Abe writes that social media integration encourages students to interact and may increase engagement and interest. Social media helps to continue critical discussions outside of the classroom. An example was how Twitter can be used in class was offered. The majority of students polled shared that they had a positive perception of using social media. The article suggests that students should be instructed in using social media critically and intentionally to optimize learning outcomes. Teachers should model using social media before they ask students to use it. Concerns by teachers and students were published in this article. Social media may over-stimulate students. Using social media like Facebook and Twitter may present problems with boundaries in the student-teacher relationship. =Assessment = Abe and Jordan’s findings were mostly positive in nature. The authors made an attempt not to take a biased stance on their research. The authors did a good job of sharing advantages and disadvantages of integrating social media into the curriculum. While the authors shared one example of using Twitter in a curriculum, it was not very detailed and the authors did not share details about their instructional design. =Reflection = This article has some critical statistics that could be included in an introduction to answering the questions about the role of social media in enhancing teaching and learning. The article begins to narrowly answer questions that teachers may have about the negative claims of using social media in the curriculum. Many teachers will say that they do not have the time to learn to use social media when technology advancements happen at such a rapid rate and new social media technologies will replace the ones that are currently favored by students. The article addresses the argument that teachers do not have the time to learn social media in order to integrate it into the curriculum.

=__Source 2__ = Ahn, J. (2011). The effect of social network sites on adolescents' social and academic development: Current theories and controversies. //Journal of the American Society for Information Science & Technology//, 62(8), 1435-1445. =Summary = Dr. June Ahn, from the University of Maryland, studied minorities and socioeconomic classes in terms of participating in online social network communities. Ahn cited a great definition of web 2.0 technology that makes social networking possible. She quoted this definition from Tim O'Reilly, whom is thought to have coined the term "web 2.0". O’Reilly defines web 2.0 as, “websites that are designed to: (a) rely on the participation of mass groups of users rather than centrally controlled content providers, (b) aggregate and remix con- tent from multiple sources, and (c) more intensely network users and content together”. Ahn's article explains some of the uses of social media and she also shares a list of social media sites that are popular among teens. Ahn also discusses some of the implications of social media. Security and appropriate digital citizenship are some of the implications of social media. Ahn shares the affect of teenagers based on some of the content that their friends may post on their profile. =Assessment = Ahn's article was thorough in its description of the effects of social media on social and academic development. Ahn shared that no one has been able to prove that social networking causes academic development. Ahn pointed out several times that researchers must take an integrated approach to exploring SNS effects. The technology alone is not likely to cause social outcomes such as well-being or learning. However, research clearly shows that the technical features and infrastructure of a particular SNS community impacts user behavior.

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reflection = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This article will be very useful when talking about the concerns that range from youth privacy, safety, psychological well-being, social development, and academic performance.

=__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Source 3 __= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Buus, L. (2012). Scaffolding teachers integrate social media into a problem-based learning approach? //Electronic Journal Of E-Learning//, 10(1), 13-22. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Summary = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Lillian Buus, a PhD candidate at Aalborg University in Denmark produced this research article in which Buus shares ideas about how teachers can combine social media and problem-based learning or PBL. There are three characteristics of PBL and they are the problem, the work process, and the solution. Buus defines web 2.0 technologies and lays out a strategy for using web 2.0 technologies to solve real world problems. Buus presented and defined a design model that she feels is the best way to integrate social media and problem-based learning. The instructional design model that Buus fully defines and describes is called CoED or Collaborative eLearning Design Method. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Assessment = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This article seemed to be very thorough in its description of the problem-based learning approach. The author defined all of the specific terms and ideas that are mentioned in the article. The may be some difficulty understanding the design model because it is one that is unfamiliar to me. I did not like the way the article quickly began to abbreviate words as soon as they were mentioned only once previously. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reflection = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This article may be useful when looking at ways to use social media in the math or science setting where students often challenged to solve real-world problems. This article was very difficult to understand because it was very verbose.

=__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Source 4 __= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Casey, G., & Evans, T. (2011). Designing for learning: Online social networks as a classroom Environment. //International Review Of Research In Open And Distance Learning//, 12(7), 1-26. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Summary = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Gail Casey, a PHD student, and Dr. Evans, her professor, collaborated on this research through Deakin University in Australia (2011). The study investigates the use of a Ning social network as a learning environment. This study gathered student reactions to the social media environment. This article relates social constructivist theories to the use of social media in the classroom. A connection to formal and informal learning is mentioned. It is important to note that cheating was not an issue, even though the students discussed it. The teacher noticed that the students valued learning from one another which led to excellent work. The researchers learned that students valued the opinions of their peers. Students were critical of peer work that seemed to take little effort and appeared to be copied and pasted from the Internet. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Assessment = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This research was very in depth and descriptive. The researchers used screen shots to help explain their experiences and the student reactions. The daily structure of the classes were a little confusing because the school is in Australia. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reflection = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">I can probably use this article as a resource to persuade teachers to use Edmodo, a social media platform that my school district subscribes to. This article also ties in well to the idea of informal learning and the idea that students learn as much if not more from their peers as they may learn from their teachers.

=__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Source 5 __= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. //International Review of Research in Open and Distance Learning//, 13(1), 87-104. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Summary = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Dr. Chen and Dr. Bryer are professors at the University of Central Florida and came together to conduct this research about how social media was being used by faculty in the Public Administration department (2012). “Social mediaare technologies that facilitate social interaction, make possible collaboration, and enable deliberation across stakeholders. These technologies include blogs, wikis, media (audio, photo, video, text) sharing tools, networking platforms (including Facebook), and virtual worlds.” Formal learning is only a small fraction of the lifelong experience of human learning. 19% of the learning that takes place from 1st grade through 12th grade is formal learning. Learners acquire knowledge as a function of interactions between connected partners. One teacher surveyed had the following response; “course content can be co-created by a community of learners, where the instructor is a learner along with students”. Chen and Bryer mention that creating multiple profiles for friends, co-workers, and students may lessen the learning outcomes of teaching through the use of social media. Chen and Bryer feel that teachers should not be concerned about friending students. They feel that you shouldn’t be afraid to put yourself out there in the student’s social network. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Assessment = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">There was a lot of information that ties into other articles that I have examined about social media and informal learning. This article discusses using social media at the post-secondary level and I am not sure that all the statements in this article can be generalized into the realm of teen and pre-teen students. Participating in an open public community with a minor may be very risky compared to students over the age of 18. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reflection = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">There were some great definitions and facts in this article that will certainly help connect the dots for teachers that are attempting to make the decision to spend time learning social media and devising a plan to implement social media in their classrooms. I enjoyed the statistics that 19% of what students learn comes from formal education. This statistic is always on my mind when I read articles about learning through social media and social interactions.

=__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Source 6 __= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Cross, J. (2007, January 16). Informal learning in 10 minutes. Podcast retrieved from http://www.youtube.com/watch?v=NlETGJ0mnno =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Summary = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Jay Cross, a Harvard MBA and Princeton undergrad, he has been improving business processes since developing the first business curriculum for the University of Phoenix three decades ago. He is the Johnny Appleseed of informal learning. Jay is the CEO of the Internet Time Alliance, which helps corporations and governments use networks to accelerate performance. Informal education or interdependent learning is the learning that we gain through our social interactions with peers, mentors, bosses, etc. Informal learning is the learning that happens through the culture that we are raised in or the culture at work or school. Informal learning is anything that is not formal and formal learning can be characterized by the learning that takes place in our traditional public or private institutions. Formal learning is the type of learning that most of us visualize as requiring a test, a grade, or a certificate that says ‘I passed or I completed’. How does a baby learn how to walk? How does a toddler learned to be potty trained? Informal learning is the way that you learn to speak your language; it’s the way you learn to be who you are. Do individuals learn to do their job through some type of formal training? In most cases individuals learn the process that their job requires from their mentor or boss through informal social interaction through question and answer sessions. For informal learning to take place social networks are vital. Much of today’s computer and Internet technology is centered on social networking through Facebook, Twitter, and Blogging. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Assessment = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Cross’s video is in itself an example of the very topic that he is discussing. Cross is using an informal method of disseminating information about the difference between formal and informal learning. This video was very informative and he helps illustrate the definition of informal learning by using simple experiences that we all can relate to. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reflection = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">I stumbled across this video by searching informal learning and it has certainly helped me grasp informal learning better than any other resource that mentions it. I could easily share this video with peers to persuade them that the most important learning that happens is the learning that happens outside of the classroom through our social connections.

=__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Source 7 __= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Fewkes, A. M., & McCabe, M. (2012). Facebook: Learning tool or distraction?. //Journal Of Digital Learning In Teacher Education//, 28(3), 92-98. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Summary = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Aaron Fewkes, a student, and his teacher, Mike McCabe, from Nipissing University in Canada wrote an article about Facebook and did a research study to try to determine if students thought that it could be used as a learning tool or was just a distraction in the classroom (2012). In this article Fewkes & McCabe publish their findings of surveys that were completed by willing participants from a school district in Ontario, Canada. Fewkes & McCabe compiled some interesting statistics for the reader to decide would Facebook be a distraction or an adequate learning tool? 73% of students mention that they use Facebook for educational purposes. 27% of the same students stated that their teacher found ways to utilize Facebook and 77% felt that their teacher did not support Facebook being unblocked. The article had a great definition of social network, “a social structure made of notes, generally individuals or organizations, which are connected by one or more specific types of interdependencies”. This research challenges teachers to find ways to use Facebook for enhancing learning by connecting informal and formal learning. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Assessment = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Fewkes & McCabe had an abundance of quantitative data that was nicely organized into charts and tables to help readers come to their own conclusions. The article did not seem to be forcefully biased, it simply presented an argument for the learner to make an informed decision to the question posed in the articles title. Can Facebook be a learning tool or is it a distraction? I think the article needs to discuss implications of using Facebook. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reflection = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">I think the quantitative statistics presented in this article could be very useful to persuade teachers that Facebook can be used as a learning tool in the right setting, given a plan. I wondered about the validity and reliability of the student responses. Students will answer questions biasedly if they think they might gain a please action out of their responses.

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">__Source 8__ = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Frye, E. M., Koppenhaver, D. A., Trathen, W., (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty- first-century social studies classroom. //The Social Studies//, 101, 46-53. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Summary = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">The authors of this research article, Elizabeth Frye, Woodrow Trathen, and David Koppenhaver, are masters level professors in the Department of Language, Reading, and Exceptionalities at Appalachian State University. The advancement of the computer and the Internet has provided many opportunities to support teachers and students with a seemingly infinite amount of technology resources for educational solutions. Web technologies allow students to create meaningful representations of their learning through an informal educational means such as blogging. Giving students the opportunity to share ideas with classmates, family members, and teachers through blog publishing may create some motivation. Students invest more time into writing when they know that peers and family members have the ability to comment on their work through a blog. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Assessment = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This article was helpful in establishing the definition of a web blog or blog. Sometimes we use web 2.0 tools without ever understanding the details or the significance of the tools. This article had small tidbits of information about blogs that support informal learning. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reflection = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This article gave me many ideas for my own classroom. I am going to try to incorporate a blog in my math courses so that my students can interact with each other about the assignments. Blogs will allow them the opportunity to post questions about assignments that may help plan the class review for the following day.

=__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Source 9 __= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Redman, C., Trapani, F., & Australian Association for Research in Education. (2012). Experiencing new technology: Exploring pre-service teachers' perceptions and reflections upon the affordances of social media. //Australian Association For Research In Education.// =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Summary = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Redman and Trapani, a professor and graduate assistant at the University of Melbourne in Melbourne, Australia, studied a group of pre-service or student teachers to first consider their perception of social media and gain their opinion of social media in the future of education. Surveys were conducted with a group of student teachers in 2011. They were asked questions about their view of social media in education. Redman and Trapani found that an alarmingly, low number of student teachers from their 2011 cohort did not have a vision of the uses of social media in the classroom, although most of these teachers had a positive view of social media uses in the future. Redman and Trapani decided to teach Edmodo and Twitter to their 2012 cohort. Their pre-service teachers learned how to use Twitter to ask questions during a lecture style setting that could be answered by the instructor during the next session. The flipped classroom model is defined and discussed. There were nice comparison charts for the data collected about each cohort. There were also some great teacher comments about the educational value after the instruction. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Assessment = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This was a great study to show current teachers how students can utilize Twitter and Edmodo in their curriculum. The survey conducted was very thorough and all the data was organized in a logical comparison of the two cohorts. This article is a great resource for integrating Twitter in the classroom. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reflection = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">The comparison statistics of the two cohorts were the most striking piece of information that I could find useful. I think that the comparison is right in line what many of my own peers have voice to me in my personal discussions about social media in school. We need to have a vision or a plan before instituting a social media, free-for-all, learning environment.

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">__Source 10__ = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Winn, M. R. (2012). Promote digital citizenship through school-based social networking. //Learning & Leading With Technology//, 39(4), 10-13. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Summary = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Matthew Winn is a technologist at Southwest Christian School in Fort Worth, Texas, USA. Winn has served in K–12 and higher education for the past eight years and is currently pursuing his PhD in educational computing at the University of North Texas. Winn’s article published in ISTE’s Learning & Leading with Technology magazine focuses on digital citizenship. Digital citizenship is the way members of an online community interact appropriately. This article emphasizes ways to combat inappropriate behavior like cyberbullying and posting inappropriate language. The article discusses safe alternatives for school that are comparable to the functionality of Facebook and Myspace. Social Engine is the social media alternative that is highlighted in this article, but Edmodo and Ning are also safe social networks that are mentioned. These safe networks allow for tighter control in a school only environment. Safe social networks require digital etiquette because every member of the digital community can read every post. Winn describes four stages that his school district in Texas use for implementation. These stages are creation, introduction, integration, and expansion and new curriculum. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Assessment = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This article promotes the use of safe social networks in schools. The article shares a comparison of the three safe social networks listed in the article. Winn knows a great deal about the Social Engine network but he may know much less about Edmodo and Ning based on his comparison. My experience with Edmodo helps me to notice at least one inaccuracy in his comparison table. Edmodo does not have a student to student messaging feature, it is only a student/teacher messaging feature. =<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reflection = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">My school district subscribes to Edmodo and its features are very similar to Social Engine. This article may help me promote the use of Edmodo in my school because so many teachers are wary about using it and do not understand Edmodo’s safe functionality.

=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Conclusion = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">The articles that I chose to include in this annotated bibliography were ones that I felt would help me with the other projects that will be coming up later in this course. I glanced ahead at the upcoming projects in order to find resources that would help me answer the questions that will come up in project 3. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">I have a pretty good idea that I can answer each one of these questions based on the facts and statistical data that I uncovered in my research.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">What is social media and its role in enhancing teaching and learning?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">What are current issues/challenges in implanting social media in education?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">What are best practices of using social media to support student learning?

About the Author

 * [[image:jameytrask7465/jamey head crop.jpg caption="jamey head crop.jpg"]] || =====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">James Trask or "Jamey" is a special education teacher at Fayette County High School, in Fayetteville, GA. He has been teaching and coaching varsity football there for the past 9 years. This year he also accepted a part-time position as a teacher for the Georgia Virtual School. Jamey is currently teaching one engineering course through the GA Virtual School. Teaching online has been a great challenge for Jamey and he is glad to have been given this opportunity to be on the front-end of a movement toward online education. Jamey received his undergraduate degree from Georgia Southern University in graphic design. He completed his masters degree in Instructional Technology from the University of West Georgia in the spring of 2012. Jamey spends most of his professional time co-teaching math, but he also co-teaches a British Literature course. Jamey always looks for opportunities to use and share the knowledge he has in graphic design and technology with others that will listen. ===== ||