Social Media & Teacher Professional Development

The idea of social media’s existing application and future potential for professional development drives a growing subset of academic research. As we encourage preservice and inservice teachers to engage in these platforms to hone or refine their classroom practice, a number of questions emerge: How do we assess participation in these spaces? What uses in particular should we recommend? Further, the very notion of conducting research in these spaces also poses interesting questions. From methodologies to frameworks, commonly accepted practices help shape the future of the field. Lastly, the issue of privacy and policy poses perhaps the most significant area for attention. The intent of this panel discussion is generate conversation on how future research and application on social media usage and research might evolve over time

Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

El día del juicio final : activando actividades de pensamiento computacional con la cultura popular

Interest as a learning construct provides more than inspiration for innovation. Dewey recognized the role of interest as a powerful tool to engage learners. Yet, despite contemporary efforts to study the phenomenon, few learning designs recognize this potential. The current paper presents a conceptual framework for integrating popular culture into STEM, using computational thinking competencies as both a critical mechanism and context for application and testing. Interest contributes to motivation through self-regulation, and self-regulation has the power to enhance the cycle of learning achievement and interest. Through this framework, Merrill’s Activation Principle provides guidance on why and how we should attend to this cycle. By evoking positive memories related to learner interests, we can enhance other stages of learning disconnected from the initial learning experience. STEM educators and scholars can use this framework and confidently design and evaluate learning activities targeting computational thinking development using popular media and culture.El interés como construcción de aprendizaje proporciona más que inspiración para la innovación. Dewey reconoció el papel del interés como una herramienta poderosa para involucrar a los estudiantes. Sin embargo, a pesar de los esfuerzos contemporáneos por estudiar el fenómeno, pocos diseños de aprendizaje reconocen este potencial. El presente artículo presenta un marco conceptual para la integración de la cultura popular en STEM, utilizando las competencias de pensamiento computacional como un mecanismo crítico y un contexto para la aplicación y las pruebas. El interés contribuye a la motivación a través de la autorregulación, y la autorregulación tiene el poder de mejorar el ciclo de logro e interés en el aprendizaje. A través de este marco, el Principio de activación de Merrill brinda orientación sobre por qué y cómo debemos atender este ciclo. Al evocar recuerdos positivos relacionados con los intereses del alumno, podemos mejorar otras etapas del aprendizaje desconectadas de la experiencia de aprendizaje inicial. Los educadores y académicos de STEM pueden usar este marco y diseñar y evaluar con confianza actividades de aprendizaje dirigidas al desarrollo del pensamiento computacional utilizando los medios y la cultura populare

Public comment sentiment on educational videos: Understanding the effects of presenter gender, video format, threading, and moderation on YouTube TED talk comments.

Scholars, educators, and students are increasingly encouraged to participate in online spaces. While the current literature highlights the potential positive outcomes of such participation, little research exists on the sentiment that these individuals may face online and on the factors that may lead some people to face different types of sentiment than others. To investigate these issues, we examined the strength of positive and negative sentiment expressed in response to TEDx and TED-Ed talks posted on YouTube (n = 655), the effect of several variables on comment and reply sentiment (n = 774,939), and the projected effects that sentiment-based moderation would have had on posted content. We found that most comments and replies were neutral in nature and some topics were more likely than others to elicit positive or negative sentiment. Videos of male presenters showed greater neutrality, while videos of female presenters saw significantly greater positive and negative polarity in replies. Animations neutralized both the negativity and positivity of replies at a very high rate. Gender and video format influenced the sentiment of replies and not just the initial comments that were directed toward the video. Finally, we found that using sentiment as a way to moderate offensive content would have a significant effect on non-offensive content. These findings have far-reaching implications for social media platforms and for those who encourage or prepare students and scholars to participate online

Preparing Teachers for Online Instruction with a Graduate Certificate Program

Online education for K-12 students has grown rapidly over the past decade. Approximately four million K-12 students enroll in one or more online courses each year. Because online learning is expanding into K-12 settings, teacher education programs need to prepare preservice teachers to be successful in these areas. This paper describes the design and initial implementation of a graduate certificate program in online instruction developed to help pre- and in-service teachers gain these skillsets. In addition to overviewing courses required for this certificate, the paper describes how the program has attracted attention beyond the college of education to include students from multiple disciplines. These diverse voices enrich the exploration of online teaching among all learners

Descriptive statistics of variables in multilevel regression model.

<p>Descriptive statistics of variables in multilevel regression model.</p