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Nice article that discusses how students learn and how they engage with social media.

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Millennials live and breathe on social media, so teachers are learning how to incorporate the medium into the classroom successfully. In doing so, teachers not only encourage students to engage actively in the material, but they also provide online communities for students that might not exist for them in real life.

Suggestions include: having students use Twitter, Facebook and Flickr to share work, using hashtags to live tweet, requiring students to blog, using LinkedIn to reach out to experts, using Google Hangouts for virtual office hours, post assignments and messages in Edmondo, conducting class in Second Life.

The article seems more relevant for K-12 although it may be used to enlighten educators who continue to embrace the sage on the stage methodology of teaching.

Great article! While reading the article I immediately thought about how young children are taught to memorize the ABC's and numbers through rote learning. Young children actively engaged with letters and numbers using concrete objects to guide them in their learning results in higher-order thinking.

Facebook isn't just a great way for you to find old friends or learn about what's happening this weekend, it is also an incredible learning tool. Teachers can utilize Facebook for class projects, for enhancing communication, and for engaging students in a manner that might not be entirely possible in traditional classroom settings.

Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Vesely, Bloom, and Sherlock (2007) document that essential to the learning process is the student/student and student/teacher interaction, and building this community of learners is more challenging in online. Students in blended courses felt interaction may be better than in traditional courses. Students who feel silenced in onsite class discussions are more apt to contribute online. Seeking help can be a determining factor in successful learning. In the online communities, help is available virtually around the clock from the instructors and fellow classmates. Furthermore, through their experiences in the blended course, students would better understand the significance of managing their time, cultivating their study environment, regulating their effort, seeking appropriate support, and learning from classmates. In my experience, students reported that their online interaction with classmates had greatly assisted in their comprehension of course materials. Central to how they felt about blended learning was the quality and quantity of student and faculty interaction. In blended courses, students are often required to engage actively by reading and responding to discussion forum postings that become a permanent record of their participation and learning, rather than passively attending classes. Perceptions of interaction from faculty are also positive for blended courses. Faculty renovate their teaching methods by placing onsite lectures online and adding supplementary activities to aid student learning. Blended teaching and learning transforms education from "a command and control structure to a connect and collaborate environment" (Moskal, Dziuban, Upchurch, Hartman, & Truman, 2006) which is more student-centered than faculty-controlled. For faculty, the quality

This article, which is easily found on Google, is nice for someone like me who is new to Twitter and has not thought of ways to use in class. It also give nice links to the ideas provided to better explain how to use the suggestion.

I have received many questions about my synchronous webcam discussions. This is the magic tool I use. :) BB IM. Enjoy!

Posted: Like all college and university faculty, August means finalizing fall syllabi and lesson plans, and pre-reading articles for fall courses. For many professors, this process includes thinking (or rethinking) on how to leverage social media to engage students in the semester's learning.

Having experimented with social media for learning -- especially Twitter -- across my courses, I am convinced that social media offers powerful opportunities to connect with students, by providing new ways for them to own the learning....

February 2009 | Volume 66 | Number 5 How Teachers Learn Pages 34-38 Learning with Blogs and Wikis Bill Ferriter Technology has made it easy for educators to embrace continual professional development. Few ideas about teachers' professional growth resonate with me more than those of Richard Elmore, professor of educational leadership at Harvard, who has gone as far as to argue that school structures make learning for adults unlikely at best and nothing short of impossible at worst. In a 2002 report for the Albert Shanker Institute, Elmore wrote, As expectations for increased student performance mount and the measurement and publication of evidence about performance becomes part of the public discourse about schools, there are few portals through which new knowledge about teaching and learning can enter schools; few structures or processes in which teachers and administrators can assimilate, adapt, and polish new ideas and practices; and few sources of assistance for those who are struggling to understand the connection between the academic performance of their students and the practices in which they engage. So the brutal irony of our present circumstance is that schools are hostile and inhospitable places for learning. They are hostile to the learning of adults and, because of this, they are necessarily hostile to the learning of students. (pp. 4-5)

Technology has made it easy for educators to embrace continual professional development. Few ideas about teachers' professional growth resonate with me more than those of Richard Elmore, professor of educational leadership at Harvard, who has gone as far as to argue that school structures make learning for adults unlikely at best and nothing short of impossible at worst.

Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.

This is one of several good articles on levels of engagement from instructors in online classes

Are you looking to create interactive visualizations of data? ChartsBin "is a web-based data visualization tool that will allow everyone to quickly and easily create rich interactive visualizations with their own data. You can then share your interactive visualizations with others by embedding them in websites, blogs or sharing via Facebook or Twitter. We're focused on building the most exciting and engaging destination for statisticians, and computer scientists in the world."

This is a free App that is available through the App Store or Google Play. It allows you to get a daily teaching tip delivered to your smart phone or tablet . The tips are brief and to the point, each tip provides a nugget of wisdom regarding assignment strategies, student engagement, classroom management, instructional vitality, and much more. The free app lets you: Get one tip every day (365/year) Specify the time of day you want to receive your tip Share favorite tips on social media or email Send your own tips to the editor

A news feed blog about classroom-friendly apps, websites and more. Patricia J. Brown is a 13-year education veteran with an eye for engaging classroom technology. The technology integration coach for Missouri's Ladue School District in St. Louis shares classroom-friendly apps, websites and more on her blog. * msedtechie.blogspot.com * @msEdtechie

"Using Twitter for Teaching, Learning and Professional Development in Higher Education" Archives and resources from the "Twitter in Edu" webinar that discuss engaging students with Twitter and implementing various platforms into your classroom and curriculum.

Teaching students in the 21st century has new implications for today's classroom at all educational levels. Accompanying these implications are expectations that faculty must engage students through instructional strategies and activities of value to students. Twenty-first century learners live in an age of new technologies and information sharing. Cell phones, laptops, handheld PCs, electronic devices, and social online communities are a few examples of students' constant immersion in technology (see Figure 1). The exception to this constant exposure can be found in the classroom. One might reasonably ask, "How are faculty integrating technology into the curriculum to enhance learning?"

This article provides a good global study of faculty, and addresses the needs, technology needs in particular, that are essential to faculty effectiveness as we transition to the 21st century classroom.

A "bring your own device" student engagement, assessment, and classroom intelligence system.