Tools, Processes, Participation: Social Media for Learning, Teaching, and Social Change

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2019-03-18
Authors
Heath, Marie
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Gleason, Benjamin
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School of Education

The School of Education seeks to prepare students as educators to lead classrooms, schools, colleges, and professional development.

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The School of Education was formed in 2012 from the merger of the Department of Curriculum and Instruction and the Department of Educational Leadership and Policy Studies.

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2012-present

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  • College of Human Sciences (parent college)
  • Department of Curriculum and Instruction (predecessor)
  • Department of Educational Leadership and Policy Studies (predecessor)

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Abstract

Despite attempted pedagogical shifts toward situated learning, social constructivism, and social practice theory, we find pedagogy for social media to remain primarily situated in behaviorist or cognitivist assumptions of learning. Moreover, in an attempt to craft our own participatory pedagogies of social media, we found ourselves returning to metaphors and language rooted in ontological assumptions of objectivism. That is to say, we continually referred to social media as a tool with affordances to be leveraged for learning. In this paper we examine three understandings of social media - as we see them - in literature, pedagogy, and practice. We categorize these understandings through the psychological perspectives of behaviorist, cognitivist, and sociocultural learning theories. In so doing, we imagine new ways of both using social media for teaching and learning as well as possible language to better reflect our own ontological and epistemological assumptions of social media.

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This conference paper is published as Gleason, B. and Heath, M. (2019). Tools, processes, participation: Social media for learning, teaching, and civic engagement. Paper presented at Annual Conference of Society for Information Technology and Teacher Education, Las Vegas, NV, March 18-22. Posted with permission.

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Tue Jan 01 00:00:00 UTC 2019