|cc Flickr photo by Bionicteaching|
Using social media resources such as Google Apps for Education, Office 356, Moodle, and Ning as repositories of learning objects would allow students to access valuable and necessary learning objects regardless of their location and time of day. Not only could this negate the excuse, ‘I left my book at school’, easy access to a plethora of learning resources may also help to extend the amount of time students time spend engaged in academic pursuits. Within the traditional classroom, providing students with supplementary learning resources can be very expensive and logistically complicated. Including hyperlinks to supplementary resources to extend the learning experience in addition to required resources and class assignments as part of a class Moodle or Ning site may serve to support academic engagement by extending the amount of time a student spends actually doing homework or related school projects.
|cc Flickr photo by Kaswenden|
The second most cited reason given by students who considered dropping out of school was that they did not see the value of the work that they were being asked to complete (Yazzie-Mint, 2009). This highlights a lack of cognitive engagement, which refers to the extent to which students perceive the relevance of school to their future aspirations (Furlong & Christenson, 2008). The HSSSE survey also noted that of those students who reported being bored at school, 81% indicated that it was because the material was not interest-ing, and 42% said that their boredom was caused by lack of relevance of the material (Yazzie-Mint, 2009). To counter classroom boredom and support cognitive engagement, social media resources like iTunesU, Twitter, Skype and YouTube could be used facilitate authentic learning experiences that require students to learn from and interact with experts outside the classroom.
|cc Flickr photo by Breity|
|cc Flickr photo by Breity|
Furlong, M. & Christenson, S. L. (2008). Educating students at schools with learning: A relevant construct for all student. Psychology in the Schools, Vol. 45(5).
Lenhart, A., Purcell, K., Smith, A., Zickuhr, K. (2010). Social media and young adults. Washington, D.C.: Pew Research Center. Retrieved from http://pewinternet.org/~/media//Files/Reports/2010/PIP_Social_Media_and_Young_Adults_Report_Final_with_toplines.pdf
McLoughlin, C., & Lee, M. J. W. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. Paper presented at the Australasian Society for Computers in Learning in Tertiary Education Singapore.
Rutherford, C. (2010). Using Online Social Media to Support Preservice Student Engagement. Journal of online learning and teaching, Vol. 6(4).
Yazzie-Mint, E. (2009). Charting the Path from Engagement to Achievement: A Report on the 2009 High School Survey of Student Engagement. Bloomington, IN: Center for Evaluation & Education Policy Indiana. Retrieved from http://www.indiana.edu/~ceep/hssse/images/HSSSE_2010_Report.pdf