Week 29 - Professional Online Social Networks
I will be using Jay and Johnson's reflective model (2002) to support my thinking around the use of social online networks for my own professional development.
Descriptive:
I have completed the 'social media survey' and can identify that I have connected and participated in a wide range of online social networks.
I have been a member of the Twitter community for over 6 years now and use this forum purely for Professional Development and widening my network. This has been a successful way to connect and meet with people through conferences and professional development opportunities.
You Tube videos have always been a source to find relevant content to support my teaching practice. TED-ed in particular has been invaluable.
Since enrolling in Mindlab I have increased by contribution to these networks rather than being a passive observer of the discussions being held.
Our Facebook Group Page was helpful during the face-to-face papers however this has dropped off during the online part of our study.
The G+ Mindlab community has been a source of inspiration for me when I have felt my motivation beginning to slide.
This has also encouraged me to join the Harpara Educators G+ community to support my use of this platform in our school.
Comparitive:
Upon reflecting on my own use I have identified that social media has supported me with my own professional development. I could improve this by gaining the confidence to participate and contribute to these networks instead of being the 'observer'. The effectiveness of social networking coud then increase and open yet more doors.
Karen Meluish (2013) explored this in her thesis, 'Online social networking and its impact on New Zealand educators' professional learning.' A powerful New Zealand based study delving into the effectiveness of social networking and educators.
Previously prior to my journey into teaching into collaborative environments social networking was a way to not feel as isolated in my thinking and gain ideas to improve my practice. This continues to be a way to connect with like-minded educators that I do not work directly with both nationally and globally.
Whitaker, Zould & Casas (2015) state this as 'The time is now for us to take responsibility for owning our professional learning by netowrking with individuals who share our passin and desire to be the change!'
Critical Reflection:
This reflective process has enabled me to take a fresh look at my use of social media for professional development and being a connected educator.
I now know about the 'Conversation Prism' (Solis 2018). I could use this as a way to fully appreciate the impact that social networking has and to engage other educators.
It is now time to move from dabbling in social networking and gain clarity about the effectiveness of its use and the improvement this has on being able to give my very best to the learners in front of me.
References:
Descriptive:
I have completed the 'social media survey' and can identify that I have connected and participated in a wide range of online social networks.
I have been a member of the Twitter community for over 6 years now and use this forum purely for Professional Development and widening my network. This has been a successful way to connect and meet with people through conferences and professional development opportunities.
You Tube videos have always been a source to find relevant content to support my teaching practice. TED-ed in particular has been invaluable.
Since enrolling in Mindlab I have increased by contribution to these networks rather than being a passive observer of the discussions being held.
Our Facebook Group Page was helpful during the face-to-face papers however this has dropped off during the online part of our study.
The G+ Mindlab community has been a source of inspiration for me when I have felt my motivation beginning to slide.
This has also encouraged me to join the Harpara Educators G+ community to support my use of this platform in our school.
Comparitive:
Upon reflecting on my own use I have identified that social media has supported me with my own professional development. I could improve this by gaining the confidence to participate and contribute to these networks instead of being the 'observer'. The effectiveness of social networking coud then increase and open yet more doors.
Karen Meluish (2013) explored this in her thesis, 'Online social networking and its impact on New Zealand educators' professional learning.' A powerful New Zealand based study delving into the effectiveness of social networking and educators.
Previously prior to my journey into teaching into collaborative environments social networking was a way to not feel as isolated in my thinking and gain ideas to improve my practice. This continues to be a way to connect with like-minded educators that I do not work directly with both nationally and globally.
Whitaker, Zould & Casas (2015) state this as 'The time is now for us to take responsibility for owning our professional learning by netowrking with individuals who share our passin and desire to be the change!'
Critical Reflection:
This reflective process has enabled me to take a fresh look at my use of social media for professional development and being a connected educator.
I now know about the 'Conversation Prism' (Solis 2018). I could use this as a way to fully appreciate the impact that social networking has and to engage other educators.
It is now time to move from dabbling in social networking and gain clarity about the effectiveness of its use and the improvement this has on being able to give my very best to the learners in front of me.
References:
Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstr eam/han…
Solis, B. (2018). The Conversation Prism. Retrieved from: https://conversationprism.com/
Whitaker, T., Zoul, J., & Casas, J. (2015). What connected educators do differently. New York, NY: Routledge.
Carolyn Norquay
ReplyDeleteI was also surprised when I completed the social media survey now much I am actually connected. My FB page is full of educational feeds and I enjoy belonging to several FB groups. Like you though I tend to be a bit of an observer. A goal from Mind Lab is to be more active in regards to my online presence because it is a great source of information and encouragement. It can be a great soutrce of inspiration and of course reflection to improve our own practice. I belong to a FB group in Victoria (where I recently spent 3 years teaching) and this group is particularly active with terrific advice, sharing resources and offering encouragement. I have not found a similar group in NZ and often wonder why. My experience here is lots of relevant news feeds for my learning area but no comments on how a resource could be used or critical reflection of classroom experience - the things that make us feel connected. I guess I will just have to forget my shyness and start contributing.
Thank you for your post Kathy :-)
Hi Kathy,
ReplyDeleteLike you I am a lurker and an observer, not through confidence but tired of people reading the wrong thing into what you are saying and feeling free to shame others online.
I guess this is something I need to over come, and maybe develop confidence in my voice.
Thank-you for a thought provoking post. And for the nudges to stop procrastinating during our mindlab Journey.