Angela Rutschke

EDTECH 504

October 20, 2013

Selected Research on Supporting Theory and Frameworks for Social Networking: An Annotated Bibliography The power of social networking has just begun to be harnessed as an educational tool. When utilized well, it is a powerful learning strategy that fully supports the development of skills like collaboration, creativity and innovation that are so highly sought in our world today. Students are also given greater opportunity to give and receive meaningful feedback and expand their ideas on a much greater scale. The classroom is no longer limited to inside four physical walls, but can become a growing, changing and vibrant social environment. Based on the current learning theories of behaviorism, connectivism, and objectivism, social networks encourage and embrace interaction. So much of how students relate to the world around them is linked to their social interactions and this extends to their use of social media and their learning as well.

Boitshwarelo, B. (2011). Proposing an integrated research framework for connectivism: Utilising theoretical synergies. International Review of Research in Open and Distance Learning, 12(3), 161179. Retrieved from http://www.editlib.org/p/49668 This paper integrates the theories of online communities of practice, design-based research, and activity theory to improve instructional practice and engagement of learners. Boitshwarelo uses the model of the online environment as a medium to explore the growth and facilitation of connectivism. Online environments demonstrate the connectivist framework, as they bring people with common interests or purpose together in their quest for information and knowledge. Learners make meaning from their own, or the communitys, experience. The knowledge gained is particularly relevant for the learners and it is through their interactions with one another that understanding and competency is facilitated. Online learning spaces provide an excellent way for educators to apply the concepts of connectivism, such as facilitating dialogue about common interests or purpose,

Angela Rutschke

EDTECH 504

October 20, 2013

creating knowledge through synergistic interaction, or differing opinions, and assessing the validity of constantly changing information.

Eisenberg, M. (2010). Educational technology, reimagined. New Directions for Youth Development, 2010 (128), 2533. doi: 10.1002/yd.372 Eisenberg extends the concept of educational technology design and implementation beyond the walls of the classroom and the classroom computers, into the real lives of youth. According to the author, technology should merge with activities that children do every day, reaching into childrens bedrooms, playgrounds, and crafts. Eisenberg urges educational technologists to design and create imaginative, challenging, and aesthetically appealing activities for children that give them an opportunity to create, build, reflect, be curious, and cultivate lifelong interests. He advocates for designers and teachers to create and design artifacts that blend technology with hands-on materials to create a tangible experience for students. I appreciated his emphasis on the importance of peer culture on a childs social and intellectual development, as it aligned with my own view of how students assign importance to social interactions and learning. Educational technologists and teachers should use social networking tools and communication to encourage collaborative activities that require students to think and create together. This philosophy fits within social constructivist theory beliefs, as it actively engages higher-order thinking skills, such as problem-solving, collaboration, and reasoning, to help make students learning meaningful in their environments.

Angela Rutschke

EDTECH 504

October 20, 2013

Ertmer, P.A., & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-72. doi: 10.1111/j.1937-8327.1993.tb00605.x This article specifically identifies the three major learning theories of behaviorism, cognitivism, and constructivism for instructional designers. While I believe social networking is most supported by constructivism, this article reminded me that social networking incorporates aspects of each theory. Behaviorism characterizes the learner as being reactive, rather than taking an active role in creating knowledge and that environment triggers generalizations and similarities. This can be seen in mastery learning activities and activities that have tangible reinforcements for measurable performance. Social networking sites like Facebook and Twitter, where people can like share, friend, follow or retweet, demonstrate attributes of behaviourism. Cognitive theory focuses on how learners acquire knowledge and how they come to acquire knowledge. Learners are viewed as active participants in the learning process and are influenced by their thoughts, beliefs, attitudes, and values. Social networking encourages individuals to explore, share, and connect with others who have similar or even opposing viewpoints, thus helping to shape their learning. The constructivist theory notes that individuals create meanings from their own experiences and those learners build personal interpretations of the world through interactions. It is the interaction between the learner and his/her environment that is critical, and social networks enable, encourage, and embrace these exchanges. The authors conclude this article by highlighting the importance of choosing the best strategies for the learning context, which often means combining or choosing from each theory as needed. I believe that is what effective technology integration, specifically social networking, allows for.

Angela Rutschke

EDTECH 504

October 20, 2013

Hill, Janette R. (2012). Learning communities: Theoretical foundations for making connections. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp. 268-285). New York, NY: Routledge. Chapter 11 of our textbook examines the theoretical foundations for making connections specifically through learning communities. These foundations support social networking on every level! Hill (2012) notes that learning communities, whether physical or virtual, provide a culture of learning in which everyone is involved in the collective and individual effort to understand (p.269). Ideally, classrooms or distance education courses become learning communities, although this is not always the case. Social networks provide a place for learners to pursue their interests, solve a common problem, provide support, or otherwise connect with people with similar passions. Among several other theories, Hill discusses the social constructivist theory and highlights how interactions with others impact and influence the learning process. Social networking can provide scaffolding to learners, which can help learners become more independent over time and even help others, as they become more competent learners. The author cites research that three dimensions impact social presence: social context, online communication, and interactivity. Class blogs, for example, can support all three and encourage self-directed, reflective learning. This chapter discusses many other important factors in creating a learning community, and many of these are particularly useful for social networking environments. Educators must decide on the purpose, specific objectives and necessary strategies they will need to implement to ensure that effective social networking is integrated into their instruction. Social networking can be an important component to a successful learning community if effectively employed.

Angela Rutschke

EDTECH 504

October 20, 2013

Issroff, K., & Scanlon, E. (2002). Educational technology: The inuence of theory. Journal of Interactive Media in Education, 2002 (1), 1-13. Retrieved from http://jime.open.ac.uk/%20jime/article/view/2002-6 This article examines key educational theories that have influenced work in educational technology during the last 20 years. The author argues that constructivism has been the dominant paradigm for the past twenty years, noting how knowledge is developed through learners experiences. The last ten years, (from the time of publication) have brought more focus on context and social processes including social interaction in learning. The author cites a 1969 speech, noting that machines initially multiplied the power of mens muscles, but today they multiply the potency of mens minds. Today, social networking extends the potency of mens influence as well. Our goal is to improve student learning, and this can be done by integrating technology the students are already using, such as social networking tools. This article reminds educators that past and current educational theories influence their practice and should be reflected upon to help guide instruction, based on student needs. I found this very helpful for my own practice and helped me see validity in studying educational theories, particularly ones that deviate from my own epistemologies.

Lankshear, C., Peters, M. & Knobel, M. (2000). Information, knowledge and learning: Some issues facing epistemology and education in a digital age. Journal of Philosophy of Education, 34(1), 17-39. doi: 10.1111/1467-9752.00153 This article looks epistemologically at the Internet and what it can offer scientific research about educational theories. The authors compare the effect the printing press had in assisting scientists pursuit of truth, to that of the Internet, which amplifies that power, speed, and

Angela Rutschke

EDTECH 504

October 20, 2013

efficiency for every user. The Internet allows users to locate, share, and create answers. It is changing what is known as truth into information, which may not be synonomous. The authors state that the information superhighway was meant to be much smaller than it has become, and was not originally meant to reconfigure social relations or blur the boundaries between public and private ground. However, the Internet is a social experience where information is exchanged and competition for users attention is constant. The World Wide Web is an interactive experience that educators need to tap into and strategically teach students how to successfully participate in that exchange. The Internet has become more about relations than about information or content, as people learn to find and use their voices in a public way. Social networking, collaboration, and design practices can utilize this power. Added to this, how we assess, judge, validate and use information has changed as well, and social networking is entwined in this process. Educators must look at the epistemological implications of particular practices, adapt, and help students navigate through this process, as life in the cyber-world continues to gain momentum and power.

McCarroll, N. & Curran, K. (2013). Social networking in education. International Journal of Innovation in the Digital Economy, 4(1), 1-15. doi: 10.4018/jide.2013010101 In this article, the web is viewed as a platform for learning, particularly for sharing, communicating and collaborating between teachers and students. The authors highlight the constructivist elements of social networking, as the learner discover and construct knowledge, as opposed to acquiring it. I found this article particularly interesting, as it discussed the possible devaluing or undermining of the role of experts and that sharing and collaboration was more valued than quality control in these environments. The teachers role

Angela Rutschke

EDTECH 504

October 20, 2013

becomes one of facilitator, and this can be upsetting for traditional educators. Educating and fully supporting educators in their integration of technology was cited as important for Web 2.0 tools to be utilized productively in education. The authors also look at social networking as a support tool for new students hoping to adapt socially, academically and culturally into a new educational environment. I was intrigued by the mobile technology findings and I had to agree with the authors statement that schools are not tapping into these resources mostly because of their own acceptable-usage policies. Schools close the door to powerful learning tools because of fear, but educators and students can both be taught how to use them effectively and ethically. Media literacy is important for all citizens and schools are a perfect place to teach these essential skills. This article ends with a powerful statement from McCarroll and Curran (2013), every student has his or her own learning requirements, and a Web 2.0 educational framework provides enough resources, learning styles, communication tools and flexibility to accommodate this diversity (p.12). It is up to the educators to evolve their practice to use the social medium as a productive educational tool. The resources are there for the taking and the students are ready!