- Provides a cutting-edge resource for academics and practitioners in effective ways of reaching today’s students through the use of their favourite tool, social media
- Outlines a range of strategies taking advantage of the unique learning styles and habits of net generation learners
- Exposes students to ways in which these technologies can be used in their professional and personal lives
New technologies are transforming the way students work. The Plugged in Professor provides a timely and exceptional resource for using social media and other new technologies to help college students meet both general and discipline-specific objectives. The title covers techniques built around well-known social networking technologies, as well as other emerging technologies such as mobile phone and tablet apps. With a practical focus and reader-friendly format, this book shows educators how to apply techniques in each technology, and includes clear student learning objectives, step-by-step directions, observations and advice, and supplemental readings and resources. Twenty-five chapters by leading contributors cover key aspects of new technologies in education, in four parts: Writing, research and information fluency; Communication and collaboration; Critical thinking and creativity; and Integrative learning.
The Plugged-In Professor, 1st Edition
Part 1 Writing, research, and information fluency: Writing for Wikipedia: Co-constructing knowledge and writing for a public audience; Organizing with Pinterest and Delicious; Students’ inadequate exposure to learning technology: Overcoming the pedagogical challenge using wikis; Collecting and analyzing primary sources; Unraveling the research process: Social bookmarking and collaborative learning. Part 2 Communication and collaboration: 2a Communication, oral and written; Using Wimba Voice Board to facilitate foreign language conversation courses; Web conferencing and peer feedback; Learning through YouTube; Wiki-workshopping: using Wikispaces for peer writing workshops; 2b Collaboration; Using persistent wikis as a pedagogical resource; Social media and public speaking: Student-produced multimedia informative presentations; Collaborative presentations using Google Docs; Cooperative study blog. Part 3 Critical thinking and creativity: 3a Critical thinking; Using Facebook to apply social learning theory; Technology as a tool to develop problem-solving skills in general chemistry; Communicating experiential learning through an online portfolio in Tumblr; The Biology Taboo Wiktionary: A tool for improving student comprehension of key terminology in introductory biology courses; 3b Creativity; Mobile digital storytelling in the second language classroom; Creating a video dialogue with streaming video clips; Remix as an educational activity; Using Twitter to assist students in writing a concise nut graph. Part 4 Integrative learning: Using simulation, video sharing, and discussion threads for practice-based skills; Using Facebook Mobile as a tool to create a virtual learning community for pre-service teachers; Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicum; Using opinion leaders on Twitter to amplify PR and marketing messages.