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
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
Part 1 Writing, research, and information fluency: Writing for Wikipedia: Co-constructing knowledge and writing for a public audience; Organizing with Pinterest and Delicious; Students’ inadequate exposure to learning technology: Overcoming the pedagogical challenge using wikis; Collecting and analyzing primary sources; Unraveling the research process: Social bookmarking and collaborative learning
Part 2 Communication and collaboration:
2a Communication, oral and written: Using Wimba Voice Board to facilitate foreign language conversation courses; Web conferencing and peer feedback; Learning through YouTube; Wiki-workshopping: using Wikispaces for peer writing workshops
2b Collaboration: Using persistent wikis as a pedagogical resource; Social media and public speaking: Student-produced multimedia informative presentations; Collaborative presentations using Google Docs; Cooperative study blog
Part 3 Critical thinking and creativity
3a Critical thinking: Using Facebook to apply social learning theory; Technology as a tool to develop problem-solving skills in general chemistry; Communicating experiential learning through an online portfolio in Tumblr; The Biology Taboo Wiktionary: A tool for improving student comprehension of key terminology in introductory biology courses
3b Creativity:Mobile digital storytelling in the second language classroom; Creating a video dialogue with streaming video clips; Remix as an educational activity; Using Twitter to assist students in writing a concise nut graph
Part 4 Integrative learning: Using simulation, video sharing, and discussion threads for practice-based skills; Using Facebook Mobile as a tool to create a virtual learning community for pre-service teachers; Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicum; Using opinion leaders on Twitter to amplify PR and marketing messages