Over the last three years I have found the online social network of Facebook and specifically the NZ Teacher's page contributing largely to my professional practice. This page provides a range of collaborative teacher led resources, sharing of ideas and experiences. I am regularly looking for interactions with peers to reinforce or extend my ideas, thoughts or experiences. I have found over the last eight months my interactions with and on Google+ in relation to my study has extended my curiosity to explore and to further develop my professional knowledge through meaningful discussions. I think the key areas of professional development in the past has been driven by leaders within the school primarily. I feel now that I am able to control, contribute or seek answers to questions at anytime, anyplace to develop professionally. I feel that social media has had an huge impact on the accessibility of professional development and the collaboration between teachers in the 21st Century. No longer is it necessary to travel and take time away from the classroom to attend professional development sessions, meet teaching staff from other schools or share experiences and resources. Steve Hargadon (2013), raises an interesting point when he speaks of how teachers learn, how learners learn and the underlying value of recognising learners no matter who, learn in a variety of ways and connecting with each other promotes learning from each other. I feel as an educator, and this is a generalisation, we forget that we are also learners. Responding to our learners needs in a meaningful and authentic context must require us to use forms of social media, technology and online resources with more confidence and teaching than we previously have.
About six years ago I joined the VLN (Virtual Learning Network) in conjunction with our school professional development with ICT. It is only now that I am considering the value this could have to me daily practice and I am working on the everyday solution of password, username dilemmas that we now cope with to access it. The everyday constraints of planning, delivery of lessons, assessment, analysis, classroom management, classroom organisation and interactions with students, parents and colleagues leaves teachers in a constant pool of survival. It is only when we have a pressing issue or need that we seek intervention, resources, or advice that directs us to making a moment in time to look for answers either face to face or online. This access to personal communications electronically or access links to online research articles or journals is a great time saver. Interestingly, Seaman and Tinti-Kane show in 2013 staff were using social media personally 70% of the time and professionally 55%. Questioning and reporting on those same respondents again and comparing the percentages would be a useful exercise. I believe the percentages would be much higher now it is three years later.
One of our greatest dilemmas in using social media for professional discussions is to remember complete confidentiality, non-specific situations or examples for discussion and to maintain a high level of professionalism.
Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato.
Retrieved on 19 June, 2015 from: http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Retrieved from http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0
Hargadon, S. Interview Source: Office of Ed Tech. (2013, Sep 18). Connected Educators. [video file]. Retrieved from https://www.youtube.com/watch?t=216&v=K4Vd4JP_DB8
About six years ago I joined the VLN (Virtual Learning Network) in conjunction with our school professional development with ICT. It is only now that I am considering the value this could have to me daily practice and I am working on the everyday solution of password, username dilemmas that we now cope with to access it. The everyday constraints of planning, delivery of lessons, assessment, analysis, classroom management, classroom organisation and interactions with students, parents and colleagues leaves teachers in a constant pool of survival. It is only when we have a pressing issue or need that we seek intervention, resources, or advice that directs us to making a moment in time to look for answers either face to face or online. This access to personal communications electronically or access links to online research articles or journals is a great time saver. Interestingly, Seaman and Tinti-Kane show in 2013 staff were using social media personally 70% of the time and professionally 55%. Questioning and reporting on those same respondents again and comparing the percentages would be a useful exercise. I believe the percentages would be much higher now it is three years later.
One of our greatest dilemmas in using social media for professional discussions is to remember complete confidentiality, non-specific situations or examples for discussion and to maintain a high level of professionalism.
Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato.
Retrieved on 19 June, 2015 from: http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Retrieved from http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0
Hargadon, S. Interview Source: Office of Ed Tech. (2013, Sep 18). Connected Educators. [video file]. Retrieved from https://www.youtube.com/watch?t=216&v=K4Vd4JP_DB8
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