The Plugged-In Professor: Tips and Techniques for Teaching with Social Media

by Sharmila Ferris (Editor), Hilary Wilder (Editor)

Overview

New technologies are transforming the way students work. The Plugged in Professor provides a timely and exceptional resource for using social media and other new technologies to help college students meet both general and discipline-specific objectives. The title covers techniques built around well-known social networking technologies, as well as other emerging technologies such as mobile phone and tablet apps. With a practical focus and reader-friendly format, this book shows educators how to apply techniques in each technology, and includes clear student learning objectives, step-by-step directions, observations and advice, and supplemental readings and resources. Twenty-five chapters by leading contributors cover key aspects of new technologies in education, in four parts: Writing, research and information fluency; Communication and collaboration; Critical thinking and creativity; and Integrative learning. - Provides a cutting-edge resource for academics and practitioners in effective ways of reaching today's students through the use of their favourite tool, social media - Outlines a range of strategies taking advantage of the unique learning styles and habits of net generation learners - Exposes students to ways in which these technologies can be used in their professional and personal lives

Product Details

ISBN-13:	9781780633428
Publisher:	Chandos Publishing
Publication date:	05/15/2013
Series:	Chandos Publishing Social Media Series
Sold by:	Barnes & Noble
Format:	eBook
Pages:	376
File size:	5 MB

About the Author

Sharmila P. Ferris is Professor in the Department of Communication at William Paterson University, USA. She recently completed a five year term as Director for the university’s Center for Teaching Excellence. Her research is in new technologies, bringing an interdisciplinary focus to computer-mediated communication. In this area she has published in a variety of print and electronic journals.
Hilary A. Wilder is Professor in the Department of Educational Leadership and Professional Studies, and the coordinator for the M.Ed. Curriculum and Learning, Learning Technologies concentration at William Paterson University, USA. Her research is in the use of information and communication technologies in education, particularly the use of online and social networking tools to promote writing literacy.

Table of Contents

List of tables and figure List of abbreviations Acknowledgments Preface About the editors About the contributors Part 1: Writing, research, and information fluency Chapter 1: Writing for Wikipedia: co-constructing knowledge and writing for a public audience Abstract: Discipline/Academic areas addressed Instructional purpose Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Approximate time required Required resources Variations on the basic theme Observations and advice Supplemental materials Chapter 2: Organizing with Pinterest and Delicious Abstract: Discipline/Academic areas addressed Instructional purpose Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Approximate time required Required resources Organizational/Goal resources Variations on the basic theme Observations and advice Supplemental materials Chapter 3: Students' inadequate exposure to learning technology: overcoming the pedagogical challenge using wikis Abstract: Discipline/Academic areas addressed Instructional purpose Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Approximate time required Required resources Variations on the basic theme Observations and advice Supplemental materials Chapter 4: Collecting and analyzing primary sources Abstract: Discipline/Academic areas addressed Instructional purpose Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Instructions for students – sample for class with a single blog Approximate time required Required resources Technological requirements Variations on the basic theme Observations and advice Supplemental materials Chapter 5: Unraveling the research process: social bookmarking and collaborative learning Abstract: Discipline/Academic areas addressed Instructional purpose Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Second class session Third class session Fourth class session Final assignment Approximate time required Required resources Variations on the basic theme Observations and advice Supplemental materials Part 2: Communication and collaboration 2A: Communication, oral and written Chapter 6: Using Wimba Voice Board to facilitate foreign language conversation courses Abstract: Discipline/Academic areas addressed Instructional purpose Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Approximate time required Required resources Variations on the basic theme Observations and advice Supplemental materials Chapter 7: Web conferencing and peer feedback Abstract: Discipline/Academic areas addressed Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Approximate time required Required resources Variations on the basic theme Observations and advice Chapter 8: Learning through YouTube Abstract: Discipline/Academic areas addressed Instructional purpose Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Approximate time required Required resources Variations on the basic theme Observations and advice Supplemental materials Chapter 9: Wiki-workshopping: using Wikispaces for peer writing workshops Abstract: Discipline/Academic areas addressed Instructional purpose Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Approximate time required Required resources Variations on the basic theme Observations and advice Supplemental materials 2B: Collaboration Chapter 10: Using persistent wikis as a pedagogical resource Abstract: Discipline/Academic areas addressed Instructional purpose Student learning outcomes Prerequisite skills and knowledge Step-by-step directions Approximate time required Required resources Variations on the basic theme Observations and advice Supplemental materials Chapter 11: Social media and public speaking: student-produced multimedia informative presentations Abstract: Discipline/Academic areas ad