DOCSLIB.ORG

Facebook As an Instructional Tool in Fostering Academic Achievement, Social Interaction Skills and Attitude

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Facebook As an Instructional Tool in Fostering Academic Achievement, Social Interaction Skills and Attitude Facebook as an Instructional Tool in Fostering Academic Achievement, Social Interaction Skills and Attitude towards Use of Facebook 1 Facebook as an Instructional Tool in Fostering Academic Achievement, Social Interaction Skills and Attitude towards Use of Facebook P. S. HEGADI, G. R. ANGADI © Bridge Center, 2015 BRIDGE CENTER Buzau, Al. Marghiloman 245 bis, 120082 Tel. 0728394546 E-mail: [email protected] Romania, European Union Printed in Romania First published, 2015 ISBN 978-606-93935-1-2 http://dx.doi.org/10.6084/m9.figshare.1431582 All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, without permission. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The publishers have applied for copyright permission for those pieces that need copyright clearance and due acknowledgement will be made at the first opportunity. The views and contents of this book are solely of the author. The author of the book has taken all reasonable care to ensure that the contents of the book do not violate any existing copyright or other intellectual property rights of any person in any manner whatsoever. In the event the author has been unable to track any source and if any copyright has been inadvertently infringed, please notify the publisher in writing for corrective action. 2 P. S. Hegadi G. R. Angadi Facebook as an Instructional Tool in Fostering Academic Achievement, Social Interaction Skills and Attitude towards Use of Facebook Bridge Center 2015 3 4 CONTENTS Chapter 1 - Introduction 12 1.0 Introduction 1.1 Background of the Study 1.2 Significance of the Study 1.3 Social Network Sites (SNSs) and Web 2.0 Technologies 1.3.1 Social Network Sites (SNSs) 1.3.2 Web 2.0 Technologies 1.4 The Key features of Web 2.0 Technologies 1.5 Concepts of Web 2.0 Technologies 1.6 Examples of Web 2.0 and Social Network Sites (SNSs) 1.7 Web 2.0 Technologies in Education 1.8 Social Media Tools for Learning 1.9 Facebook as Social Media 1.10 Facebook as an Instructional Tool 1.11 Setting up a Facebook Group for Class 1.12 Social Learning Applications of Social Media in Education 1.13 Educational Psychology and Facebook Method of Teaching 1.14 Facebook fostering Academic achievement 1.15 Facebook fostering Social interaction skills 1.16 Attitude of students towards use of Facebook 1.17 Rationale of the a Study 1.18 Statement of the Problem 1.19 Objectives of the Study 1.20 Hypotheses of the Study 1.21 Operational Definitions of Terms used in the Statement 1.22 Delimitations Chapter 2 - Review of related literature 43 5 Chapter 3 - Methodology 120 3.0 Introduction 3.1 Population 3.2 Sample 3.3 Methodology 3.4 Sampling Technique 3.5 Tools Used 3.5.1 Achievement Test 3.5.2 Scale on Facebook Social Interaction Skills 3.5.3 Facebook Attitude Scale 3.6 Design of the Study 3.7 Facebook as Instructional Method 3.8 Data Collection 3.9 Data Analysis Chapter 4 - Data analysis and interpretation 132 4.0 Introduction 4.1 Analyses of Social Interaction Skills 4.2 Item wise Analyses of scale on Social Interaction Skills 4.3 Analyses of Scale on Attitude towards use of Facebook 4.4 Item wise Analyses of Social Interaction Skills 4.5 Analysis of Achievement Test Chapter 5 - Summary and conclusions 209 5.1 Statement of the Problem 5.2 Objectives of the Study 5.3 Hypothesis of the Study 5.4 Methodology of the Study 5.4.1 Population 5.4.2 Sample 5.4.3 Methodology 5.4.4 Sampling Technique 5.4.5 Design of the Study 5.4.6 Tools 6 5.4.6.1 Achievement Test 5.4.6.2 Scale of Facebook Social Interaction Skills 5.4.6.3 Scale of Attitude towards use of Facebook 5.4.7 Data Collection 5.4.8 Data Analysis 5.5 Findings of the study 5.6 Recommendations 5.7 Suggestions for further Research 5.8 Conclusions Bibliography 7 Abbreviations SNS Social Networking Site VLC Virtual Learning Commons LME Learning Management System VLE Virtual Learning Environment RIA Rich Internet Application WOA Web Oriented Architecture LMS Learning Management System FB Facebook VLC Virtual Learning Commons MLV Managed Learning Environment PAL Peer Assisted Learning SITE Satellite Instructional Television Experiment Society for Information Technology and Teacher Education PESTD Physical Education and Sports Teaching Department SU Sakarya University ICT Information and Communication Technology BTW By The Way ASAP As Soon As Possible TM Tomorrow IT Information Technology LLL Life Long Learning CSCL Computer Supported Collaborative Learning MMLE Multimedia Learning Environment FOLE Facebook as Online Learning Environment METU Middle-East Technical University CUHK Chinese University of Hong Kong SCS School of Continuing and Professional Studies PLE Personal Learning Environment RDF Resource Description Framework PNP Political Narrative Perspectives ICPN Internal Citizen Political Narrative ECPN External Citizen Political Narrative 8 ISPN Internal State Political Narrative ICPN Internal Citizen Political Narrative 9 PREFACE Facebook is currently the most popular social networking service in the world. With such tremendous influence on community networks, Facebook has been attracting considerable attention both from the media and academia. Social networking is a tool being explored by many institutions as a means of connecting to and communicating with students. Researcher has felt in the present mega information age in India all young generation are very much acquainted with smart phone operation, mobile phones, internet connected computer gadgets in the college and educational environment. At this time number of research works have been taking place in the western countries like USA, European countries using various internet based social media sites as instructional method formally and informally naming My space, Facebook, twitter etc. utilized at different levels right from nursery to till higher educational institutions by the teachers whereas most negligible number of studies conducted on social media sites. The administrative bodies like UGC brought norms encouraging research and innovative works at university and college level to incorporate various instructional practices and methodology. Thus, a lead to individual growth and development of teacher and professional efficiency is also going to be heightening. The social media site mainly Facebook is very popular among Indian students community motivates the students to share their photos, videos and post the text, notes etc. Another vital feature of Facebook is links of educational and social sites which accessed very easily which are available using web 2.0 technologies. These content related interactive materials which are available on various links posted on Facebook wall could be used through classroom instruction. Thus, researcher made an effort of Facebook method of teaching formally with videos, power point presentations, tutorials and notes, scanned materials on Growth and Development of individual which are posted on it as a unique and innovative technique. This study explored Facebook as an Instructional Tool in Fostering Academic Achievement, Social Interaction Skills and Attitude towards Use of Facebook. The purpose of this study is to describe how social media networks impact student-teachers when utilized as an instructional tool. The problem this study seeks to address is exploring the roles that social media play in the lives of student-teachers and the experiences they encounter by utilizing these networks academically and socially. The theoretical framework driving this study is motivational theory. Participants in this study completed experimentation and interviews and participated in a series of classroom observations. Findings revealed that Facebook method helped in increasing achievement in Educational Psychology subject than the traditional method of teaching. It helped student-teachers to enhance their various elements of social interaction skills and the number of elements of 10 attitude towards use of Facebook. The study clearly shows that Facebook is an effective teaching strategy which is not only helps in academic gains but also in developing the aspects of the learner, which at present, is the need of the hour. Implementing Facebook method and assessing needs a lot of patience and time and is not an easy task. Only with the joint efforts of school authorities, teachers, students and parents, can these goals of Facebook method be achieved. The present study is a step made in this regard. The findings of this study can help teachers, parents, students and others involved in the educational field to cope with the present problems and issues being faced while implementing Facebook formally and informally, and thus exploit the benefits of Facebook method to maximum. Dr. P. S. Hegadi Dr. G. R. Angadi 11 1 Introduction 1.1 Introduction Educational institutions in the information technologically driven twenty first century must learn how to integrate social software tools and apply sound pedagogical strategies in order to add value to existing practices and to enhance the learning process. ICT supplements and enhances learning and student engagement through access to global learning communities and rich resources, and this requires educators to be conversant with the technology, able to lead by example and capable of creating authentic contexts and environments for learning. Educators in today’s media rich society must be ready to grapple with the significant pedagogic, cultural, and social changes associated with technological innovation. The development and uptake of digital tools and social software rooted in information highway is bringing about massive societal and economic change. Yet, technology’s impact on education, teaching, and learning has been rather limited. While expectations have run high about web-based instruction, personal computers, computer-based instruction, social media, smart phones, tabs and the raft of “Web 2.0” tools, the impact on teaching and learning is not well documented.
Load more

Recommended publications
  • (LMS) and Social Media in Higher Education
    Intelligent Environments 2018 389 I. Chatzigiannakis et al. (Eds.) © 2018 The authors and IOS Press. This article is published online with Open Access by IOS Press and distributed under the terms of the Creative Commons Attribution Non-Commercial License 4.0 (CC BY-NC 4.0). doi:10.3233/978-1-61499-874-7-389 Learning Management Systems (LMS) and Social Media in Higher Education Danielle Ferretti, Minjuan Wang, Nicole M. Konicke, and Elizabeth Li Learning Design and Technology School of Journalism and Media Studies San Diego State University, San Diego, CA, USA [email protected], [email protected] [email protected], [email protected] Abstract. This paper provides a systematic and comprehensive review of social media use in higher education. We reviewed and synthesized relevant studies in the following 5 topics: 1) features of current LMS, 2) LMS gaps and criticisms, 3) social media learning theories, 4) instructional use of social media, and 5) alternative methods of using LMS. Our review reveals that many researchers have investigated these topics and proposed varying methods to integrate social media into teaching and learning. We also present opportunities for future research, including analyzing big data to draw more accurate conclusions on social media needs and usage in higher educational settings. Keywords. Social Media, Learning Systems, Instructional Design, Personal Learning Environment, Big Data Analysis 1. Introduction Studies conducted in Western countries have indicated that 93% of millennials spend time online [1], 99% of college students use Facebook [2], and 80% of faculty members use social media [3]. In addition, over half of the faculty members reported that they use social media within their teaching.
    [Show full text]
  • Miteamfor Education Transformation Scan QR for Demo
    Digital Any Place, Tools User Digital Any Device Notifications Management Learning Customiza- tions Project Live Video Document Collaboration Webcast Management On-premise Cloud Security Content Event installation Library Management Digital MiTeamfor Education transformation Scan QR for demo https://miteam.eu Learner in the Focus Social Learning Learning Experience Platform Powerful collaboration and communications tools The future of learning is with a learner in charge. The While learners will be more and more often on learner will access a wealth of content, community different locations, social learning is becoming a members and tools any time, from anywhere and crucial tool to stimulate more creativity, action, from any device. He will experience intuitive, fully team-oriented working habits and more. Creation personalized, smart, interactive, multimedia-rich of distributed learning teams is becoming a must. learning environment. MiTeam excels with an unseen level of integration of digital learning and collaboration to make efficient MiTeam Learning Experience Platform provides a distributed learning teams possible. unique and friendly learner-centric place, where learners, teachers, parents and other stakeholders will Advanced video conferencing and interactive build there customized virtual spaces, access a wealth webinars are always one click away. Virtual of curated content coming from different sources. classrooms, meeting rooms, breakout rooms, town Smart notification engine will inform users about halls, all with
    [Show full text]
  • A Smart E-Learning System for Social Networking
    International Journal of Electrical and Computer Engineering (IJECE) Vol. 4, No. 3, June 2014, pp. 447~455 ISSN: 2088-8708 447 A Smart E-Learning System for Social Networking M.R.M. Veeramanickam*, N. Radhika** *Department of Computer Sciences and Engineering, Karpagam University **Department of Computer Sciences and Engineering, Amrita Vishwa Vidyapeetham Article Info ABSTRACT Article history: With the development of Cloud Computing, the popularity of E learning, the increasing of social networking services, Smart Cloud E-Learning System Received Feb 7, 2014 with Social Networking has become a research topic. The characteristics of E Revised Apr 3, 2014 learning and requirements of Social networking services in environments Accepted Apr 24, 2014 raise a challenge on building an Architecture and Implementation quite strong. In this paper, we elaborate a Smart Cloud E-Learning System with Social Networking based on architecture level of social networking and E Keyword: learning cloud system to support E learning interactions in worldwide environments. A prototype of Cloud E-Learning System with Social E-Learning Networking is developed on cloud, and several applications features are Social Interaction described based on the proposed architecture to demonstrate the effectiveness Social Learning of the architecture. Social Networking Copyright © 2014 Institute of Advanced Engineering and Science. All rights reserved. Corresponding Author: N. Radhika, Department of Computer Sciences and Engineering, Amrita Vishwa Vidyapeetham, Ettimadai, Coimbatore, INDIA. Email: [email protected] 1. INTRODUCTION The development of Cloud Computing and E learning technology, smart learning system can be build to benefit the students and faculty, by using the university and college resources and enhance learning system with proactive services.
    [Show full text]
  • OIT Annual Satisfaction Survey Results for 2021
    1 OIT Annual Satisfaction Survey Results for 2021 OIT used questions developed for The Higher Education TechQual+ Project (https://www.techqual.org) to measure satisfaction. The TechQual+ survey instrument consists of 13 items that are designed to measure the performance of three core commitments: • Connectivity and Access (not included) • Technology and Collaboration Services • Support and Training Due to the majority of the year being remote, the Connectivity and Access questions were not included this year. In addition to the core items, 8 additional services that are specific to the campus were included on the survey. • Official University Email - Office365, Gmail • Online@UT (Canvas) • Student Information Systems and Online Class Registration (Banner, DARS, MyUTK, Gradesfirst) • Zoom • Customized help with developing course materials and lectures for online teaching • UT System Services - ANDI • UT System Services - Cayuse SP/424 • UT System Services - IRIS The survey asked the respondents to rate each item on three factors: minimum service level expectation, desired service level expectation and perceived service performance. One of the main goals of TechQual+ is to measure how well OIT is meeting the technology needs of campus by calculating an Adequacy Gap score which is the difference between minimum service level expectation and the perceived service performance. When the Adequacy Gap is positive, perceived (or actual) service performance exceeds minimum expectations. There were 1561 people who responded to the 2021 OIT Satisfaction Survey. The sample consisted of 36.3% students, 19.2% faculty, 44.3% staff and 0.1% who did not indicate their status. The results are presented for the campus overall, as well as each campus affiliation: students, faculty and staff.
    [Show full text]
  • E-Learning Methodologies and Good Practices SECOND EDITION
    E-learning methodologies and good practices SECOND EDITION A guide for designing and delivering e-learning solutions from the FAO elearning Academy E-learning methodologies and good practices SECOND EDITION A guide for designing and delivering e-learning solutions from the FAO elearning Academy Food and Agriculture Organization of the United Nations Rome, 2021 II Required citation: FAO. 2021. E-learning methodologies and good practices: A guide for designing and delivering e-learning solutions from the FAO elearning Academy, second edition. Rome. https://doi.org/10.4060/i2516e The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations (FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by FAO in preference to others of a similar nature that are not mentioned. ISBN 978-92-5-134401-9 First edition, 2011 © FAO, 2021 Some rights reserved. This work is made available under the Creative Commons Attribution-NonCommercial- ShareAlike 3.0 IGO licence (CC BY-NC-SA 3.0 IGO; https:// creativecommons.org/licenses/by-nc-sa/3.0/igo/ legalcode). Under the terms of this licence, this work may be copied, redistributed and adapted for non-commercial purposes, provided that the work is appropriately cited.
    [Show full text]
  • A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture and Design Industry
    A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture and Design Industry Leigh A. Lally Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Architecture and Design Research James R. Jones, Chair Kihong Ku Jennifer M. Brill D. Scott McCrickard March 28, 2014 Blacksburg, VA Keywords: personal learning networks, integrated design practice, professional development, architecture and design industry Copyright 2014, Leigh A. Lally A Formative Evaluation of Personal Learning Networks for Professional Development in the Architecture and Design Industry Leigh A. Lally ABSTRACT This research is a formative evaluation of personal learning networks to determine their applicability for professional development in the architecture and design industry. The researcher seeks to find a catalyst toward discipline-wide realization of integrated design practices. This research initiative was spurred by leaders in the field who indicate that a swift transformation to integrated design practice is required in the discipline in order for the practice of architecture to remain effective in today’s global economy. The AIA knowledge community has designated this issue a primary focus for professional development, yet innovative solutions for timely and effective knowledge transfer at a discipline-wide scale do not currently exist. Concurrently, there is active research in computer-based organizational learning within the social sciences, education and the human computer interaction disciplines, indicating its potential as an effective method for the dissemination of knowledge. The research strategy draws upon the human computer interaction discipline’s user-centered design philosophy to harness the disciplines knowledge by actively engaging experts in a formative evaluation of personal learning networks using the Delphi method.
    [Show full text]
  • A Vision on Using Social Networking and Mobiles in Teaching and Learning
    Educational Research (ISSN: 2141-5161) Vol. 3(12) pp. 921-926, December, 2012 Available online@ http://www.interesjournals.org/ER Copyright © 2012 International Research Journals Review Let us teach them the way they learn: A vision on using social networking and mobiles in teaching and learning *1Norma Ghamrawi and 2Tarek Shal 1Faculty of Education, Lebanese University, Beirut, Lebanon 2Beirut Arab University, Beirut, Lebanon Abstract Today's students grow up with developing technology, access to internet anytime and anywhere being available. In fact, they are citizens of the 21st century who read, communicate, collaborate, socialize, work, explore, and learn with personal technologies. They are addicts of social networking sites, follow streams of information from web page to web page, and use technology in almost every aspect of their lives. Marc Prensky coined the term "Digital Natives" describing 21st century learners. They are the native speakers of the digital age and developing technology. They are fluent in using computers, internet, mobile phones, messaging and console gaming. However, schools are failing to capitalize on the talents and interests of this collaborative, resourceful, and innovative generation of thinkers by bringing them the tools that they are already familiar with and use them for their academic achievement. The purpose of this paper is to a) provide an argument on the importance of using technology and social networking tools in teaching and learning, (b) suggesting means for using such tools, and (c) highlighting a success story from Lebanon. Keywords : ICT, teaching and learning, social networking, 21 st century schools. INTRODUCTION In the year 2001, Marc Prensky made a point that is information fundamentally differently from their deeply felt these days: Our students have changed predecessors (Prensky, 2001).
    [Show full text]
  • Education Technology Resources Ebook
    EmergingEdTech’s 2013 Free Education Technology Resources eBook February 2013 EmergingEdTech.com is owned and operated by Kelly Walsh Page 2 This eBook is a publication of EmergingEdTech.com. EmergingEdTech’s 2013 Free Education Technology Resources eBook Table of Contents Introduction ..................................................................................................................................... 6 Chapter 1 - Blogs & Blogging Resources ....................................................................................... 7 Subscribing to Blogs ................................................................................................................... 7 Creating your own education related Blog .................................................................................. 7 A more thorough introduction to blogging in education ............................................................. 8 Chapter 2 – (More) Cloud Apps ..................................................................................................... 9 Students in the Cloud – How Google Drive has Nullified Missing Homework Excuses ........... 9 4 Approaches to Making Sure You Can Always Access (and Never Lose) Your Lesson Plans and Notes ................................................................................................................................... 12 4 Free Tools for Sharing Files with Students ............................................................................ 13 Chapter 3 - Collaboration & Brainstorming
    [Show full text]
  • Social Learning
    Concept, Importance, Meaning Course: and Nature of ICT in Education AB-1 Critical Understanding of ICT By Dr. Pooja Manghirmalani- Mishra MODULE I: ICT IN EDUCATION AND ITS IMPLICATIONS Unit 3: Emerging Trends in E-Learning 1.1 Introduction 1.2 Web 2.0 UNIT 3.b 1.3 Social Networking 1.4 Blog Social Learning 1.5 Video Conferencing 1.6 Discussion Forum 1.7 Conclusion 1.1 Social-Learning INTRODUCTION Social Learning Theory speculates that people learn from one (to Social another, via observation, imitation, and modeling. The theory Learning) has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Defined the Theory of Social Learning Social Learning – in 2017 1.1 INTRODUCTION Massive Growth In Gamification More Programs Embraced Microlearning Open Educational Resources (OER) has Become More Sophisticated Big Data is More Important Than Ever Social Learning Tools have Become More Sophisticated Learning Management Systems have Continued To Evolve At A Breakneck Speed Mobile has Dominated over everything The Internet is a rich resource for teaching and learning. Web 2.0 refers to a more recent 2nd generation collection of web-based 1.2 tools, usually involving social networking (sites like Facebook) Web 2.0 and amateur publishing (like blogs andYouTube). Web 2.0" refers to what is perceived as a second generation of web development and web design. It is characterized as facilitating communication, information sharing, interoperability, user-centered design and collaboration on the World Wide Web. It has led to the development and evolution of web-based communities, hosted services, and web applications.
    [Show full text]
  • Social Learning Tools
    Work & Learn Together WP1: Analysis of tools supporting communities of practice Petter, C. Reich, K. Scheuermann, F. January 2005 Introduction The project Work & Learn Together project aims to setup and sustain virtual communities of practice of SMEs in the tourist sector in order to facilitate and support lifelong learning of employers and employees in the workplace. A basic assumption for this it the observation that communities of practice and of learners seem to have a positive influence on their learning processes, especially when these communities address work-related issues or are rooted in daily-work processes. In order to fully develop the potential of the concept of communities of practice learners need suitable pedagogical models as well as tools that are fitted to the needs of social learning processes. “Learning on demand” and “just in time” need sufficient flexible and individualised learning tools and settings. The aim of this report is to give an overview on tools and models supporting such collaborative virtual networks. The involved members of the Institute for Future Studies (AT) systematically searched the Internet, literature data bases, and other resources in order to update the projects’ knowledge on tools and models that can possibly be used to facilitate and support virtual networks of SMEs in tourism. Additional information and links to tools have been uploaded on the project platform by the project partners: http://www.wissen-ist-meer.de/wlt/ 2 1 Social software, web 2.0 and e-learning 2.0 ICT-based learning has been around for more than a decade and is now seen as a valuable addition to traditional learning approaches.
    [Show full text]
  • UCLA Electronic Theses and Dissertations
    UCLA UCLA Electronic Theses and Dissertations Title Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences Permalink https://escholarship.org/uc/item/6qr7p6rq Author Hill, Andrew Jefferson Publication Date 2015 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences A dissertation submitted in partial satisfaction of the Requirements for the degree of Doctor of Education by Andrew Jefferson Hill 2015 Copyright by Andrew Jefferson Hill 2015 ABSTRACT OF THE DISSERTATION Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences by Andrew Jefferson Hill Doctor of Education University of California, Los Angeles, 2015 Professor Robert A. Rhoads, Chair Massive Open Online Courses (MOOCs) are a relatively new form of online education which allow a single instructor to teach tens of thousands of enrolled students from around the world; ostensibly offering free university-level education to anyone connected to the internet. A growing number of MOOC hosts have formed to create digital platforms allowing instructors to design and teach their courses; each offering a different set of tools to convey content, assess student learning, and allow communication in massive virtual classrooms. A new environment suggests that some educators might need to alter pedagogy to address the problem of how to teach a massive virtual population of student learners. Critics often cite a few well-publicized failures and a trend of high rates of attrition as evidence of failure, but educators continue to experiment with the MOOC model of instruction.
    [Show full text]
  • De Ning the Emerging Role of Social Learning Tools to Connect Students, Parents & Educators a Special White Paper Based Upon the Speak up 2011 National Findings
    PROJECT TOMORROW White Paper | 06/12 De ning the Emerging Role of Social Learning Tools to Connect Students, Parents & Educators A Special White Paper based upon the Speak Up 2011 National Findings Each year, Project Tomorrow®, a national education nonpro t organization, facilitates the annual Speak Up National Research Project. As part of this initiative, we track increasing growth in the use of emerging technologies to address the speci c needs and aspirations of students, parents and educators for 21st century learning environments. This year, Project Tomorrow has partnered with Schoolwires, Inc. to create a special white paper on the role of tech-enabled social learning within K-12 education. Increasingly, innovative schools and districts are tapping into the power of social learning tools to create more engaged learning environments for students, share school information e ectively and e ciently, and increase teacher productivity. In this white paper we examine the Speak Up 2011 survey data collected from over 416,000 K-12 students, parents and educators to explore how social learning is being used by these education stakeholders and to better understand the value proposition for incorporating such tools into the classroom. Key ndings from this analysis of the Speak Up data include: 1. Students, teachers, administrators and parents are increasingly recognizing the value of social learning in both their personal and professional lives. 2. Students, in particular, have heightened aspirations for more e ectively leveraging social learning tools to enhance their engagement in the learning process, access more interesting and relevant educational content, tap into additional opportunities for collaboration with peers, advisors and mentors and overall, increase their academic productivity.
    [Show full text]