Student survey questions (feedback requested)

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Posted by Liz Eckert | Posted in Other | Posted on September 23, 2015

I have included my draft questions for my student survey. This survey is using Surveymonkey. I am not sure that the formatting will translate when I publish this post, so please ignore the formatting errors. 


 

Mobile Phone Policy vs Practice Student Survey

Student survey

This survey is for students in a secondary schooling setting. The aim of the study that this survey is linked to is to investigate the question “To what extent does school policy match practice in terms of student’s mobile phones?” as a part of a Masters of Education with Charles Sturt University.

Please answer all questions honestly.

Thank you for your participation in this survey. The results may be published anonymously with any identifying data removed.

*1. In what education sector is your school?

*2. What state or territory of Australia do you live in?

*3. I am a student at Year

*4. Does your school have an official mobile phone policy document?

*5. Does your school’s mobile phone policy allows mobile phones to be used in the classroom?

6. On a scale of 1 to 5, please rank your teachers enforcement of your school’s mobile phone policy on the following statements.

Strongly disagree Disagree Neither agree or disagree Agree Strongly agree
All my teachers enforce the school mobile phone policy
Some of my teachers ignore mobile phone use in the classroom
Some of my teachers allow mobile phone use in the classroom for specific circumstances (for example, in Maths my mobile phone is permitted to be used as a calculator)
My teachers do not enforce the school mobile phone policy at all

*7. On a scale of 1 (very concerned) to 5 (definitely not concerned), please rate how much you feel your school mobile phone policy is concerned with each of the following statements.

Very concerned Somewhat concerned Neither concerned or not concerned Somewhat not concerned Definitely not concerned Unsure
Reducing classroom disruptions
Maintaining security of members of the school community
Protecting student and staff privacy
Prevention of cyberbullying
Preventing cheating and academic dishonesty

*8. How distracting are mobile phones in the classroom for students?

9. Do you think your school’s mobile phone policy should allow educational use of your mobile phone in the classroom?

Week 2 Reflections

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Posted by Liz Eckert | Posted in INF537, Other | Posted on July 27, 2015

The Week 2 readings had a focus on participatory learning using a mix of media. Some highlighted offline learning opportunities. For example Caine’s arcade was explored in (Cupaiuolo, 2014). Many of the other chapters in Participatory Learning (Ray, Jackson, & Cupaiuolo, 2014) looked at the many ways that the integration of learning in the digital has begun in different areas of life and not just formal schooling. It looked at how the use of participatory learning has engaged people in learning and into the community in a positive manner. This book acts as a reminder to consider the wider learning of our students.

Ross (2012) also asks the reader to consider how reflective writing can be incorporated into the digital format and be participatory with classmates and potentially the wider world. Reflective writing in the form of a blog was not an option not that long ago for many students. It allows them to take note of interesting things about their learning and begin to see how they have grown in their learning over time. I can see how I have grown in my reflective writing over the course of the MEd (KN&DI). I have drawn connections between subjects and learnt from other students’ ideas and thoughts on different topics and concepts. Some of this had included a variety of different resources and media types that I would not have considered before.  As part of my reflecting on my own learning, I can see how education has changed in the fifteen years that I have been a teacher and the resources that I can access to support my lessons and students. I remember having to find spend large amounts of time, creating web quests and the like, only to find that when I went to use them the following year that links were broken and resources were no longer available.

This course has made me more aware of the quality of resources that we do have available in the evolution of the internet. Resources like ABC Splash (Australian Broadcasting Corporation, n.d.) which Annabel Astbury discussed in our first colloquium are invaluable. Given the rich archival materials of the Australian Broadcasting Corporation (ABC), having such a resource to draw upon with the links to the Australian Curriculum clearly indicated is a treasure trove of resources that students can dive into to support their learning in a wide range of areas. The fact that the ABC Splash site is not just providing video footage, is also helpful for learning. A number of students enjoy gaming as a part of their learning and so the variety of educational games that have been developed by ABC Splash is impressive. They also have noted that the use of these games has increased over time. The interactive sessions and competitions have also been very popular which allows students to participate and create their learning with others in the digital medium. Students need to have the opportunity to engage and create within their learning experiences to make it worthwhile to themselves and for the future

Learning as a lifestyle is going to be widely embraced. It’s critical to any economic transformation and our social rescue. (Chaplin, 2014, para 41)

As a teacher, I need to ensure that I continue to be a part of the evolution of the internet and it’s many and varied resources. I need to continue to transition from the learner and teacher that I was when I first started teaching.

We are transitioned into always transitioning (Cupaiuolo, 2014, para 32)

 

References:

 

Australian Broadcasting Corporation. (n.d.). ABC Splash Home. Retrieved July 27, 2015, from http://splash.abc.net.au/home#!/home

Chaplin, H. (2014). Q&A: Mike Hawkins on YOUmedia and Engaging Teens as Creators, Critical Thinkers and Producers. In B. Ray, S. Jackson, & C. Cupaiuolo, Participatory learning (Kindle edition). MacArthur Foundation Digital Media and Learning Initiative.

Cupaiuolo, C. (2014). “We Came to Play”: Lessons on Connected Learning and Creativity from Caine’s Arcade. In B. Ray, S. Jackson, & C. Cupaiuolo, Participatory learning (Kindle edition). MacArthur Foundation Digital Media and Learning Initiative.

Ray, B., Jackson, S., & Cupaiuolo, C. (2014). Participatory Learning (Kindle edition). MacArthur Foundation Digital Media and Learning Initiative.

Ross, J. (2012). The spectacle and the placeholder: Digital futures for reflective practices in higher education. In Proceedings of the 8th International Conference on Networked Learning (pp. pp. 227–244). Retrieved from http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2012/abstracts/pdf/ross.pdf

 

INF 506 Assessment 4: Evaluative Report

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Posted by Liz Eckert | Posted in Other | Posted on February 9, 2015

Evaluative Statement

 

Social Networking for Information Professionals begins to develop an understanding of social media and social networks. There are many different platforms to explore and consider. The most common are used by many different organisations to connect with their clientèle. These platforms, typically Facebook, Twitter, Google+, YouTube, Flickr, Instagram, are Web 2.0 and are used to both disseminate information and to converse with others about the goods and services provided (Eckert, 2014b; What is Web 2.0?, 2013). Burkhardt (2009) suggests that libraries should be on social media for at least four reasons, communication, responding to feedback, marketing and understanding the library’s user.

Facebook is generally an easy to use starting point for libraries to connect with their clientèle as they can converse with their community (Eckert, 2014c). There are different sorts of groups that can restrict who can access information shared if the library is a specialised, private one. Many people are aware of and use Facebook so it is a reasonable starting point (“Facebook Statistics,” 2015). Just like any other social media and social networking site, it would be wise to ensure a timely response is possible from staff at nearly any time of the day or night.  This will ensure that the library or organisation does not get a bad reputation for not communicating with the public and clientèle. Today’s world is connected 24/7. This is something that needs to be built into the expectations of a Social Media Policy. Depending on which social media platform is used will vary in the time frame expected to respond. Twitter, should be monitored more heavily than a Facebook page for example as Twitter moves quickly and queries can be lost easily, particularly if there are many followers of the account used. There is an expectation of immediacy in response with Twitter because of this.

One example of a library using social media and social networking platforms well is ASU libraries (Eckert, 2015a). They use a variety of social media and social networking platforms to connect with their students and staff: Twitter, Facebook, YouTube, Flickr, Instagram, Google+, Vimeo and iTunes U and blogging. They engage their users so that they can use the many different resources offered by the library.  This is an effective way to meet the needs of their users. They are ensuring that they are not forgotten in the world of the university student.

University libraries are one type of educational library that can use social media and social networking. Schools are also able to use social media and social networking. However, this often seems harder because of the age of the people involved in using social media and networking (Eckert, 2015b). However, schools should be starting to consider and use social media and social networking platforms to connect with their wider school community. Concerns are strong about privacy, particularly for the students if they are the ones posting in social media platforms. There is also the concern about cyber bullying and harassment which is often an issue in schools for students. However, educating students on how to appropriately use social media and networking for students is a wise decision as these students will continue to use these platforms outside of school, including when they finish school. Because of this it can be recommended to build a social media and social network policy for school extending on from the Information Communication Technology policy that schools have already have in place (Society for New Communications Research., n.d.). Building on these for the school library would help the connected school community understand the value of a school library in the education process. It does not have to be students that are involved in social media for the school and school library. It can be staff, which is less problematic from the privacy point of view. However there can be a number of issues for schools using social media. This can be dependent on the schooling sector where the administration can restrict access to most if not all of these platforms or open up access to some or all of these platforms (Lupton, 2013). It would be something to begin to discuss at school level and if needed, to begin to advocate for access to social media and social networking platforms for schools to ensure that students are able to work appropriately in the Web 2.0 world which is currently in existence. It also allows for an authentic audience of student work. Lotto and O’Toole (2012) demonstrate this in the presentation of their study of Blackawton Bees.

Social media and social networking are vital parts of the information professional’s arsenal of tools to connect with their clientèle and community.

 

Reflective Statement

 

Over the course of INF506 Social Networking for Information Professionals, I am not sure that I have learnt a lot that is new to me. Some of this is due to the previous subjects I have studied as part of M Ed (Digital Innovations & Knowledge Networks) which have required me to extend my social networking and media knowledge and usage.

I have found the case study useful and would like to look further into this. Looking at why Facebook groups are used by teachers in a fluctuating work situation was quite intriguing. I found that the word limit for the case study ended up limiting how far I could go in my analysis of the data that I received, as well as the survey tool used. This is definitely something I would like to delve further into as well as why other social networking platforms and groups are used by non-permanent teachers. I think I would like to consider why permanent teachers also use social networking platforms as well. I would also like to look at the limitations and frustrations of using particular platforms make connections. Having completed the case study, I have decided that I would like to look into other social networking platforms and see how they can be used by teachers to support teachers in a variety of ways.

The cohort of students studying with me in this summer session, has made me value the interactivity of social networking platforms and the interactions that people put in them. I feel that I did not connect with many of my fellow students as they seemed to be more concerned with only sharing through the Facebook group set up for INF506. This concept seems the opposite of what social networking should be. (O’Connell, 2014, para. 10; “Social media,” 2015) It seems that people were not interested in sharing their work with others outside of the cohort. I wanted to add fellow student blogs to a RSS reader, Feedly, to follow more easily to see what they were understanding of topics and readings. However, many of the blogs were not public which meant that I was not able to add them. I posted requesting people consider making their blogs public for viewing at least in the Facebook group (L. Eckert, personal communication, November 26, 2014). Comments were also made about having an authentic audience (H. Bailie, personal communication, November 26, 2014). This did allow some to reconsider having closed blogs and change them to public (S. Beltrame, personal communication November 30, 2014). Twitter was also not used extensively by this cohort, which surprised me a little as I thought that people would be sharing and discussing ideas, concepts and useful websites a lot more than they did. This could be because many of the cohort appeared to not yet be at Stage 1 of Utecht’s stages of PLN adoption (Utecht, 2008) particularly in personal and professionally sharing with social networking. I feel that, in a way, for many, the main part of this subject was introducing information professionals to social media and social networking, similar to Burkhardt (2009) in his explanation of why libraries should be on social media. I think I am further along this process than I thought I was originally before starting this subject, especially after seeing fellow students’ interactions in the Facebook group, on twitter and public sharing of their blog. I have also decided to start a teaching and teacher registration evidence blog and website of my own (Eckert, 2014a) to continue after completing my current masters’ course. This is supported by a number of people (Fishbein, 2014; Luehmann, 2008; Sackstein, 2015; tombarrett, 2015). I have also ensured that I have included links to my social networking and social media sites on this page if people want to contact me. In a  way, ensuring that I am sharing my learning and experiences in an ever changing, networked world, hopefully in an information professional area, particularly in a school library setting.

I know that I need to focus on how to implement social networking and social media platforms in a school library setting, where often these are blocked by filters and schools have active bans on the use of mobile technology that is not provided through the school’s internet. This will be one of my big challenges particularly if I am working in a government school where the filtering of sites is done from a central location and there are limits on what can be unblocked at a local level.

 

Reference List

 

Burkhardt, A. (2009, August 25). Four Reasons Libraries Should be on Social Media. Retrieved from http://andyburkhardt.com/2009/08/25/four-reasons-libraries-should-be-on-social-media/

Eckert, L. (2014a). Liz Eckert Professional Learning. Retrieved February 6, 2015, from http://lizeckert.weebly.com/

Eckert, L. (2014b, November 26). OLJ Task: What is Web 2.0? Retrieved from http://thinkspace.csu.edu.au/lizeckert/2014/11/26/olj-task-what-is-web-2-0/

Eckert, L. (2014c, November 27). Social media/networking and libraries. Retrieved from http://thinkspace.csu.edu.au/lizeckert/2014/11/27/social-medianetworking-and-libraries/

Eckert, L. (2015a, February 4). OLJ Task: ASU Libraries. Retrieved from http://thinkspace.csu.edu.au/lizeckert/2015/02/04/olj-task-asu-libraries/

Eckert, L. (2015b, February 8). OLJ Task: Social Media Policy Working Party. Retrieved from http://thinkspace.csu.edu.au/lizeckert/2015/02/08/olj-task-social-media-policy-working-party/

Facebook Statistics. (2015, January 27). Retrieved February 9, 2015, from http://www.statisticbrain.com/facebook-statistics/

Fishbein, M. B. (2014, May 14). 10 Reasons You Should Start Blogging. Retrieved from http://www.huffingtonpost.com/michael-b-fishbein/10-reasons-you-should-sta_b_5326353.html

Lotto, B., & O’Toole, A. (2012). Science is for everyone, kids included. TEDGlobal 2012. Retrieved from http://www.ted.com/talks/beau_lotto_amy_o_toole_science_is_for_everyone_kids_included?language=en

Luehmann, A. L. (2008). Using Blogging in Support of Teacher Professional Identity Development: A Case Study. Journal of the Learning Sciences, 17(3), 287–337. doi:10.1080/10508400802192706

Lupton, D. M. (2013). Social media and Web 2.0: Teacher-librarians, risk and inequity. Synergy, 11(1). Retrieved from http://www.slav.vic.edu.au/synergy/volume-11-number-1-2013/research/289-social-media-and-web-20-teacher-librarians-risk-and-inequity.html

O’Connell, J. (2014). 1.3 Trends in technology environments. Retrieved February 6, 2015, from http://digital.csu.edu.au/inf530/module-1-the-information-environment/1-3-trends-in-technology-environments/

Sackstein, S. (2015, January 11). 6 Reasons Teachers Should Start Blogging Today. Retrieved from http://www.brilliant-insane.com/2015/01/6-reasons-teachers-should-start-blogging.html

Social media. (2015, February 5). In Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.org/w/index.php?title=Social_media&oldid=645752642

Society for New Communications Research. (n.d.). Best practices for developing a social media policy. Retrieved February 6, 2015, from http://socialmedia.biz/social-media-policies/best-practices-for-developing-a-social-media-policy/

tombarrett. (2015, February 5). 8 Reasons You Should Have A Professional Blog. Retrieved from http://edte.ch/blog/2015/02/05/8-reasons-you-should-have-a-professional-blog/

Utecht, J. (2008, April 3). Stages of PLN adoption. Retrieved from http://www.thethinkingstick.com/stages-of-pln-adoption/

What is Web 2.0? What is Social Media? What comes next??. (2013). Retrieved from https://www.youtube.com/watch?v=iStkxcK6_vY&feature=youtube_gdata_player

 

 

literature critique wordle

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Posted by Liz Eckert | Posted in Other | Posted on September 2, 2014

 
Wordle: Design theory and education theoryI figured I'd try out a wordle for my literature critique - looks quite pretty

thinkings for scholarly book review

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Posted by Liz Eckert | Posted in INF530, Other | Posted on March 16, 2014

Just my thoughts about possible books – haven’t yet decided

  • The shallows : what the Internet is doing to our brains / Nicholas Carr.
  • The Googlization of everything : (and why we should worry) / Siva Vaidhyanathan.
  • Twelve Tomorrows – Visionary stories of the near future inspired by today’s technologies [Kindle Edition] Neal Stephenson (Author), David Brin (Author), Brian Aldiss (Author), Cheryl Rydbom (Author), Paul McAuley (Author),Nancy Kress (Author), Allen Steele (Author), Ian McDonald (Author), Greg Egan (Author), Richard Powers (Author)                          (might just read this one for fun too if I don’t do this one for the review)
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