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"This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students' reactions and online activity while using a range of social media and Web 2.0 tools. The authors use Graham Nuthall's (2007) "lens on learning" to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning."

"While students and teachers alike are anxious to integrate new learning tools into the classroom, we must err on the side of caution. It is our responsibility to empower our students by giving them the fundamental lessons in digital citizenship. Like basketball, students must enter the world of social media and digital media with a good defense. They must understand the repercussions of irresponsibly using social and digital media and what affects it may have on their future."

"Teachers who resist using social media in the classroom are stripping their students of an essential component of their future success. Avoiding - or worse, banning - social media platforms for students prohibits them from being successful professionals in fields like accounting, chemistry, the arts and more"

This guide is useful for Module 4.2 Activity 7 What is your position on the use of social media for learning locally as well as globally? What evidence can you find to support your views?

Denis Masseni, a Monash university lecturer and a director of Sponsor-Ed has written a report called "Why Schools are spooked by social media" (2010) which presents findings from a survey of 140 principals on the subject of social media. It's a positive take on SNS use in schools. This site links both the 34 page paper and a small radio interview (8 mins) which is well worth a listen.

School systems are still being far too reactive in their social media policies (some do not even have one). Outside of schools, students are 'on and connected' to virtual environments and social networks. Teachers must embrace these technologies inside and outside of the classroom to have a meaningful connection with their students and promote collaboration amongst students. Too many improprieties are occurring because the rules of collaboration are unclear and the power of online collaboration and communication goes untapped. Parents, teachers, and school leaders have a responsibility to guide students through understanding the characteristics of a global digital citizenship. "

This is a "social network for those interested in Web 2.0, Social Media, and Participative Technologies in the classroom." Looks like a good resource to be part of for your PLN.

A recent article by Lauren Davis in the Schoology (LMS) website that unpacks a survey of 16000+, mostly USA teachers, about the impact of digital learning. It includes some interesting insights into enablers and barriers for DLE. A good starting point for the 523 Assessment 3 environmental scan.

"Using social and digital media, teachers are reaching past the classroom in unprecedented ways." Here are the most important things we, as teachers, should integrate into our practice so we can help this generation learn

At a time when many teachers are made wary by reports of predators and bullies online, social media in the classroom is not the most popular proposition. Teachers like Delmatoff, however, are embracing it rather than banning it. They argue that the educat

A new survey from the Pew Research Center's Internet & American Life Project finds that 80 percent of internet users participate in some kind of voluntary group or organization, compared to just 56 percent of non-internet users. And if you use social media, the percentages are even higher: 85 percent of Twitter users, for example, are group participants.

An interesting read about social media and its use in the classroom.Thought provoking and challenging distinctions about teen use and teacher use and how to effectively combine the two

"This report is drawn from a national survey of Canadian youth conducted by MediaSmarts in 2013. The classroom-based survey of 5,436 students in grades 4 through 11, in every province and territory, examined the role of networked technologies in young people's lives. Cyberbullying: Dealing with Online Meanness, Cruelty and Threats (the third in a series of reports from the survey) looks at youths' experiences with online conflict, the strategies they use to deal with this and who they turn to for support."

This site has excellent posters for teaching students in primary and high school about using technology responsibly.

Downloadable posters from Common Sense Media.

Often times, 1:1 tablet programs aren't financially feasible. However, classroom teachers can still utilize a tablet creatively and work on essential standards of the Common Core. Monica Burns highlights free apps for learning and promotes collaboration in the process through small group work.

This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances-especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question-as it does for certain narrowly defined classroom activities.

"Now, Erin Olson, an English teacher in Sioux Rapids, Iowa, is among a small but growing cadre of educators trying to exploit Twitter-like technology to enhance classroom discussion. Last Friday, as some of her 11th graders read aloud from a poem called "To the Lady," which ponders why bystanders do not intervene to stop injustice, others kept up a running commentary on their laptops. "

Wasn't it just the other day that teachers confiscated cellphones and principals warned about oversharing on MySpace? "Now, Erin Olson, an English teacher in Sioux Rapids, Iowa, is among a small but growing cadre of educators trying to exploit Twitter-like technology to enhance classroom discussion. Last Friday, as some of her 11th graders read aloud from a poem called "To the Lady," which ponders why bystanders do not intervene to stop injustice, others kept up a running commentary on their laptops. "

Crockett, R. (2013). Creative Commons infographic: Licenses explained. Post from Technology Enhanced Learning Blog - introduces the ins, outs, ups, and downs of Creative Commons. Provides great information for students who are constantly sourcing images and videos for their various creative classroom projects.