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The Plugged-In Professor: Tips and techniques for teaching with social media

Edited by Sharmila Ferris and Hilary Wilder, William Paterson University of New Jersey, USA

Chandos Publishing Social Media Series No. 6

 - 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
 - reinforces students' growth as productive, reflective, and involved twenty-first century citizens

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.

Readership: Educators in higher education, academics, teachers, and all those who wish to develop their techniques to more effectively reach the Net Generation will find this book useful.

£55.00 / US$95.00 / €65.00

An e-book version of this title will be available from Chandos Publishing Online. To view the current titles available visit Chandos Publishing Online

About the editors

Sharmila P. Ferris is Professor in the Department of Communication at William Paterson University, USA. She recently completed a five year term as Director for the university’s Center for Teaching Excellence. Her research is in new technologies, bringing an interdisciplinary focus to computer-mediated communication. In this area she has published in a variety of print and electronic journals.

Hilary A. Wilder is Professor in the Department of Educational Leadership and Professional Studies, and the coordinator for the M.Ed. Curriculum and Learning, Learning Technologies concentration at William Paterson University, USA. Her research is in the use of information and communication technologies in education, particularly the use of online and social networking tools to promote writing literacy.

Titles which may also be of interest:
Google This!
Social Media for Academics
Social Information
News Search, Blogs and Feeds
Security Risks in Social Media Technologies
Managing Social Media in Libraries

Contents

PART 1 WRITING, RESEARCH, AND INFORMATION FLUENCY
PART 2 COMMUNICATION AND COLLABORATION
PART 3 CRITICAL THINKING AND CREATIVITY
PART 4 INTEGRATIVE LEARNING

PART 1 WRITING, RESEARCH, AND INFORMATION FLUENCY

Writing for Wikipedia: co-constructing knowledge and writing for a public audience
Lori L. Britt

Organizing with Pinterest and Delicious
Melanie L. Buffington

Students’ inadequate exposure to learning technology: overcoming the pedagogical challenge using wikis
Linzi J. Kemp

Collecting and analyzing primary sources
Lisa M. Lane

Unraveling the research process: social bookmarking and collaborative learning
Caroline Sinkinson and Alison Hicks

PART 2 COMMUNICATION AND COLLABORATION

2A COMMUNICATION, ORAL AND WRITTEN

Using Wimba Voice Board to facilitate foreign language conversation courses
Silvia U. Baage

Web conferencing and peer feedback
Kevin Garrison

Learning through YouTube
J. Jacob Jenkins and Patrick J. Dillon

Wiki-workshopping: using Wikispaces for peer writing workshops
Hans C. Schmidt

2B COLLABORATION

Using persistent wikis as a pedagogical resource
Evan D. Bradley

Social media and public speaking: student-produced multimedia informative presentations
Paul E. Mabrey III and Juhong ‘‘Christie’’ Liu

Collaborative presentations using Google Docs
Michael S. Mills

Cooperative study blog
Amanda Evelyn Waldo

PART 3 CRITICAL THINKING AND CREATIVITY

3A CRITICAL THINKING

Using Facebook to apply social learning theory
Michelle Kilburn

Technology as a tool to develop problem-solving skills in general chemistry
Madhu Mahalingam and Elisabeth Morlino

Communicating experiential learning through an online portfolio in Tumblr
Aaron J. Moore

The Biology Taboo Wiktionary: a tool for improving student comprehension of key terminology in introductory biology courses
Jeffrey T. Olimpo and Patricia A. Shields

3B CREATIVITY

Mobile digital storytelling in the second language classroom
Apostolos Koutropoulos, David Hattem, and Ronda Zelezny-Green

Creating a video dialogue with streaming video clips
Sandra L. Miller

Remix as an educational activity
Christopher Shamburg, Kate Mazzetti-Shamburg, and John Shamburg

Using Twitter to assist students in writing a concise nut graph
Tia C. M. Tyree

PART 4 INTEGRATIVE LEARNING

Using simulation, video sharing, and discussion threads for practice-based skills
Lindsay B. Curtin and Laura A. Finn

Using Facebook Mobile as a tool to create a virtual learning community for pre-service teachers
Erkkie Haipinge

Using social software tools to facilitate peer e-mentoring and self-reflection among students on practicum
Mark J. W. Lee and Catherine McLoughlin

Using opinion leaders on Twitter to amplify PR and marketing messages
Sarah H. VanSlette