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Remix the social: remix the learning

Casey, Gail and Wells, Muriel 2013, Remix the social: remix the learning, in INTED 2013: Proceedings of the 7th International Technology, Education and Development Conference. 2013, IATED Publications, Valencia, Spain, pp. 3812-3821.

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Title Remix the social: remix the learning
Author(s) Casey, Gail
Wells, Muriel
Conference name International Technology, Education and Development Conference (7th : 2013 : Valencia, Spain)
Conference location Valencia, Spain
Conference dates 4-6 Mar. 2013
Title of proceedings INTED 2013: Proceedings of the 7th International Technology, Education and Development Conference. 2013
Publication date 2013
Conference series International Technology, Education and Development Conference
Start page 3812
End page 3821
Total pages 10
Publisher IATED Publications
Place of publication Valencia, Spain
Keyword(s) social media
action research
web 2.0
teaching and learning
Summary This paper reports on how the findings from an eighteen month secondary school action research study, in which social media was integrated into face-to-face classroom practice, was used to inform a fourth year undergraduate teacher-education unit at Deakin University in Australia. The school action research study was conducted in an Australian public secondary school. Students were aged between 13 and 16 years of age and a total of thirteen classes were involved. In each of the three semesters of data collection, one online social network was shared with up to seven classes and each class had approximately 25 students. Blogs, Groups, Chats, Discussion Forums, Web 2.0 tools and a wide range of student-generated content were shared online, within a class and between classes. Students were encouraged to interact and to share their thoughts and ideas about planning as well as using their out-of-school skills and knowledge. Each topic, within each class, was one action research cycle, using Armstrong and Moore’s (2004) framework. By following Graham Nuthall’s lens on learning, the researcher was able to focus on teaching as being about sensitivity and adaptation: adjusting to the here-and-now circumstances of particular students (Nuthall 2007). Elements of self organisation with spontaneous and strange attractors were identified throughout the study and these made links to Doll’s (1993) post-modern perspective of chaotic behaviour and the complexity of Hayles’ (1990) ‘disorderly order’.
ISBN 9788461626618
ISSN 2340-1079
Language eng
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2013, IATED Publications
Persistent URL http://hdl.handle.net/10536/DRO/DU:30059063

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Created: Fri, 20 Dec 2013, 15:15:00 EST by Muriel Wells

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.