Social Media and Google Apps for Learning in Higher Education

ocial media

to facilitate (or not) change of first year undergrads beliefs about coaching youth sport

Budapest, September 2015#ECER2015 #N18Sportpedagogy

oogle apps&

Dr Antonio Calderón Dr Diana Amado

http://international.ucam.edu/

http://www.ucam.edu/



1Part ONE INTRODUCTION

to be absolutely sure that we accept only what is genuinely certain, we must first to deliberate renounce all of the firmly held but questionable beliefs we have previously acquired by experience and education

[Descartes, 1637]

beliefs are important because they determine how an individual will interpret what is learning

[Siedentop & Tannehill, 2000]

Pre-service teachers typically do

not change their beliefs about teaching and learning during

teacher education unless they are confronted with, and challenged

about their held beliefs through

powerful and meaningfulexperiences

[Tannehill & MacPhail, 2012]

prior knowledge and beliefscan constraint understanding and

adopting new approaches

[Rovegno, 1993]

a living the curriculumapproach is recommended to be used

to integrate pedagogical models into a PETE programme

[Deenihan, MacPhail, & Young 2011]

It is possible to challenge students’ beliefs by:

significant challenges to integrate a game-centred approach into the

preservice practice due to their own fragile conceptual

understanding and pedagogical expertise

[Harvey, Cushion, & Sammon, 2015]

teaching metaphors provides also a way for help preservice teachers in recognising (and change) their pre-existing beliefs about teaching and learning

[Tannehill & MacPhail, 2012]

social media is also presented as a ‘new’ method that supports

pedagogical change

[Goodyear, Casey, & Kirk, 2014]

pedagogically sound uses of emerging technologies leverage the broader context of existing practices (cultural-historical context) to design learning activities that transform both the teaching and learning practices

[Ng’ambi, 2013]

so issues in technology and integration are important and

crucial to teacher education and effective teaching

[Teo, 2015]

Six objectives for technology infusion into

teacher education

1) access 2) equipment 3) encourage4) training 5) mentoring 6) support

[Topp, Mortenson, & Grandgenett, 1996]

All full time faculty use the email as a part of their

academic routine


1after a year intervention

A significant number use presentation software as

Persuasion or Harvard Graphics to deliver class

presentation

2


Faculty are modeling teaching styles that use educational technology and are requiring

students to demonstrate teaching with technology in courses


3

Students, in general, show positiveattitudes and beliefs about social media uses in education

[Mao, 2014]1

students expect to use social media for leisure and social connectionrather than naturally considering them as learning tools

[Mao, 2014]2

To use social media as effective learning tools and to adjust students’ prior affordances with these tools, requires complicated efforts in designing, scaffolding, and interacting with students during the process

[Mao, 2014]3

For the ‘iGeneration’ thesmartphones, the Internet, and every technological are not tools at all,

they simply are[Rosen, 2012]

perceived usefulness and attitude toward

computer usewere significant determinants of the intention

to use by university

students

[Teo & Zhou, 2014]

students appear to enjoy online social networking use, resulting in the creation of a more interactive and appealing learning environment, hence, increasing their learning motivation

[Lu & Churchill, 2014]

1

in the social networking environment students appeared to enhance social engagement, but a high level of cognitiveengagement was not demonstrated

[Lu & Churchill, 2014]

2

it is important for educators to critically evaluate the adoptionof social media in education rather than being driven by the latestcraze in the technology market

[Mao, 2014]

teachers’ beliefs about the nature of knowledge and learning and beliefs about effective ways of teaching were related to their technology integrationpractices

[ChanMin Kim et al, 2013]

the use of Twitter

significantly improved

undergraduate students’

engagement and semester grade

pointaverages

[Mao, 2014]

1

[Junco, Elavsky, & Heiberger, 2012]

If integrating Twitter in

their courses, faculty should

require and structure

its use along educationally

relevant criteria

[Mao, 2014] [Junco, Elavsky, & Heiberger, 2012]

2

To achieve the most effectiveresults, faculty

should have a theoretically

driven pedagogical

basis for incorporating

Twitter

[Mao, 2014]

3


Faculty should

actively engage with students on

the platform to obtain maximum

benefits

[Mao, 2014]

4


More research is needed to identify effective approaches

of microblogging integration in education

[Gao, Luo, & Zhang, 2012]

and social technology

but

2Part TWO PURPOSE

to examine the effect of using Twitter and some Google Apps, to facilitate (or not) change of first year undergrads beliefs about coaching youth sport

3Part

THREE METHOD

3.1

Part THREE Participants

Two intactCLASESS n = 71

am I already in first year college?

I don’t use the phone as

a phone’!

I ‘m 18 years old?

I belong to the iGeneration!

I send over 3000 text messages every month

My digital identity is on:

Believe in a pedagogical tech

integration for learning

Feel competence

to do so

Strong believe in the power of my

PLN

Huge advocate of social media for

education

12 years teaching higher

education

Last three integrating

social media

TwoTEACHERS n = 2

Level of use=3-4A. Scale: 0-6(ChanMin Kim, 2013)

[Junco et al., 2012]

My digital identity is on:

Believe in a pedagogical tech

integration for learning

Beginner advocate of social media for

education

I feel poor competence to

do so

2 years teaching higher education

Last year integrating

social media

[Junco et al., 2012]

Level of use=1, Scale: 0-6(ChanMin Kim, 2013)

Believe in the power of my PLN

3.2

Part THREE The course

Youth SportFundamentos de la Iniciación Deportiva

1 2 3 4unit unit unit unit

Sampling vs

Specializing

Traditional vs

Innovative

4,5 ECTS

3.3

Part THREE The structure

Instructional design

3hLectures

1hPractice

+


Youth Sport

The social media week:1) Tweet of the week2) Paper of the week3) Twitinterview of the week4) Live class twitter chat5) Tweets to provokereflection and start dialogs

The social media week:1) Tweet practice photos

2) Reflective tweets3) Youtube team reflection

4) Freedom to tweet5) Freedom to engage in

dialogs

Week

#fid1415

Fundamentos de la Iniciación Deportiva

Youth Sport UnitFundamentos de la Iniciación Deportiva

https://magic.piktochart.com/output/3383463-debate_fid_1415

Youth Sport UnitFundamentos de la Iniciación Deportiva

Youth Sport Unit

Highlights

Fundamentos de la Iniciación Deportiva

#fid1415

Youth Sport

1 2 3 4unit unit unit unit

Live class twitter chat: #fid1415

UnitFundamentos de la Iniciación Deportiva

Youth Sport COURSEFundamentos de la Iniciación Deportiva

3.4

Part THREE Data collection


UNIT

Interviewsn =10

3.5

Part THREE Data analysis

Google Drive analysis (charts, descriptives tables, spread sheets, etc.)

4Part

FOUR RESULTS AND DISCUSSION

(Cotê et al., 2009; Bridge & Toms, 2013)

Sampling vs SpecializingPre-intervention (n= 43)

Post-intervention (n= 63)

Youth sport approach

Specializing approach

Multi-sport approach

(Cotê et al., 2009; Bridge & Toms, 2013)

Sampling vs Specializing Youth sport approach

Some students change their belief about the youth sport approach after the intervention and understand the benefits of sampling and multi-sport involvement of youngs

(Tannehill & MacPhail, 2012)

The ones that were fully engage in the week but also in the unitand the course social tasks. (ie. Google Hangouts)

Traditional vs InnovativePre-intervention (n= 43)

Post-intervention (n=57)

Coaching approach

Traditional approach

Strong belief

Traditional vs Innovative Coaching approach

Most students do not change their belief about coaching approach after the intervention (and ‘lived the curriculum’). Strong effects of their own participation in traditional coaching contexts

(Harvey et al., 2015)

Supported too by the first year undergrads’ own fragile conceptual understandings and pedagogical expertise in innovative approaches. More time is needed..

(Deenihan et al., 2011)

Twitter and Google AppsPre-intervention (n= 43)


Social media for Learning

Eclectics or skeptics?

Strong belief but…

Twitter and Google Apps Social media for Learning

(Mao, 2014)

Some students change their initial belief about social media for learning, but many others remained skeptics

Dialogs and tweets ocurring in ‘class live chats’ and others taskswere difficult to sustain over a relatively long time-span..

Students felt like some kind of embarrasment about tweeting‘serious’. ‘I’m gonna lose followers…”

(Lu & Churchill, 2014)

Twitter and Google Apps Social media for Learning

It was difficult for them to separate the personal and #fid1415 concerns, so they just stay passive and did not engage in the conversations

(Mao, 2014)

Little retweets, more favorites, and always same students. Itseems that the class leaders and other students’ personalitydominate (or not) the twitter context.

(Hamid et al., 2015)

Learning insightsPre-intervention (n= 33)


Student learning

Learning insights Student learning

The intervention enhanced more (but a little) socialengagement and low level of cognitive engagement. However students’ learning insights were positive

(Lu & Churchill, 2014)

‘I think i know now much more from youth sport than before’

5Part SIX WHAT WE LEARN

What we learn about Social media and tecnologyintegration in first year

undergrads courses

1) Faculty should actively engage with students on twitter and google apps to obtain maximum engagement (possible high work load)


undergrads courses

2) Faculty should consider students voices in designing learning and making decisions regarding technology integration in higher education settings


undergrads courses

3) Twitter-based interventions and some Google Apps integration, seems to be a good way to change some of the beliefs of first year undergrads about coaching youth sport

Prospective Social media and technologyintegration in first year

undergrads courses

1) To look at the ‘teacher as an activator’ to know a ‘narrow perspective on teacher in action’ in this context (Goodyear & Dudley, 2015)


undergrads courses

2) To know the effect of the Twitter-based intervention in older undergrads or grads students


undergrads courses

3) To look at different instructional designs and structures

6Part

SEVEN REFERENCES

ChanMin, K., Min Kyu, K., Chiajung, L., Spector, M, & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.

Deeniham, J. T., MacPhail, A., Young, A. M. (2011). ‘Living the curriculum’ :Integrating sport education into a Physical Education Teacher Education programme. European Physical Education Review, 17(1) 51–68.

Goodyear, V., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me: using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society, 19(7), 927-943.

Goodyear, V., & Dudley, D. (2015). “I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models. Quest, 67, 274-289.

Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. Internet and Higher Education, 26, 1-9.

Articles

Harvey, S., Cushion, C., & Sammon, P. (2014). Dilemmas faced by pre-service teachers when learning about and implementing a game-centredapproach. European Physical Education Review, 21(2), 238–256.

Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and gradesj. Journal of Computer Assisted Learning, 27(2), 119-132.

Junco, R., Michael, C., & Heiberger, G. (2012). Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Educational Technology, 44(2), 273-287

Lu, J., & Churchill, D. (2014). The effect of social interaction on learning engagement in a social networking environment. Interactive Learning Environments, 22(4), 401-417.

Mao, J. (2014). Social media for learning: A mixed methods study on high school students’ technology affordances and perspectives. Computer in Human Behavior, 33, 213-223.

Ng’Ambi, D. (2013). Effective and ineffective uses of emerging technologies: Towards a transformative pedagogical model. British Journal of Educational Technology, 44(4), 661.

Rosen, L. (2012). iDisorder. Understanding our obsesions with technology and overcoming its hold on us. New York: Palgrave Macmillan.

Tannehill, D., & MacPhail, A. (2012). What examining teaching metaphors tells us about pre-service teachers‘ developing beliefs about teaching and learning. Physical Education and Sport Pedagogy, 19(2), 149-163.

Teo, T., & Zhou, M. (2014). Explaining the intention to use technology among university students: a structural equation modeling approach. Journal of Computing in Higher Education, 26(2), 124-142.

Topp, N. W., Mortenson, R., & Grandgenett, N. (1996). Six Objectives for Technology Infusion into Teacher Education: a model in action. Journal of Information Technology for Teacher Education, 5(1-2), 57-69.

Images from:

1) Download for free from https://www.pexels.com/

https://www.pexels.com/

Paper presented at:

European Conference on Educational Research (ECER)Budapest, 10th September 2015. Network 18. Research on Sport Pedagogy

In the symposium:

Technology and social media in teacher education and physical education

Chair: Antonio Calderón Discussant: Kathy ArmourAuthors: Gunn Nyberg, Jane Meckbach, Vicky Goodyear, Ashley Casey, Melissa Parker,

Antonio Calderón, & Diana Amado

http://www.eera-ecer.de/ecer-2015-budapest/

Dr Antonio Calderón Dr Diana Amado





eel free to contact me

@acalderon_pe

[email protected]

:

ocial media

to facilitate (or not) change of first year undergrads beliefs about coaching youth sport

Budapest, September 2015#ECER2015 #N18Sportpedagogy

oogle apps&

Social Media and Google Apps for Learning in Higher Education

Social Media

Transcript of Social Media and Google Apps for Learning in Higher Education