Campus Units

Education, School of

Document Type

Conference Proceeding

Conference

Annual Conference of Society for Information Technology and Teacher Education

Publication Version

Published Version

Publication Date

3-18-2019

First Page

2712

Last Page

2717

Conference Title

SITE 2019 Society for Information Technology and Teacher Education

Conference Date

March 18-22, 2019

City

Las Vegas, NV

Abstract

Despite attempted pedagogical shifts toward situated learning, social constructivism, and social practice theory, we find pedagogy for social media to remain primarily situated in behaviorist or cognitivist assumptions of learning. Moreover, in an attempt to craft our own participatory pedagogies of social media, we found ourselves returning to metaphors and language rooted in ontological assumptions of objectivism. That is to say, we continually referred to social media as a tool with affordances to be leveraged for learning. In this paper we examine three understandings of social media - as we see them - in literature, pedagogy, and practice. We categorize these understandings through the psychological perspectives of behaviorist, cognitivist, and sociocultural learning theories. In so doing, we imagine new ways of both using social media for teaching and learning as well as possible language to better reflect our own ontological and epistemological assumptions of social media.

Comments

This conference paper is published as Gleason, B. and Heath, M. (2019). Tools, processes, participation: Social media for learning, teaching, and civic engagement. Paper presented at Annual Conference of Society for Information Technology and Teacher Education, Las Vegas, NV, March 18-22. Posted with permission.

Copyright Owner

SITE

Language

en

File Format

application/pdf

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Article Location

 
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