After reading the middle of Weller’s (2020) book, I connected more and more to some of the technologies he described. Chapter eleven (open educational resources: OER) resonated with me as being the most currently relevant topic.
Weller (2020) spends chapter eleven discussing the importance of OER and its significance in ed-tech. As part of the open education movement, I believe that OER is extremely relevant as it attempts to remove the barriers to content sharing, which increases accessibility. Creating licences through mediums like Creative Commons allows content to be shared while maintaining rights to the creator and allowing resources to be adapted and changed, increasing the potential for creating new and relevant content (Weller, 2020). OER’s relevance today is in promoting accessibility and removing technology barriers, allowing access to as many people as possible. As Catherine Cronin states in her discussion about Weller’s book, OER is not just about open resources but about promoting and allowing room for diverse opinions and voices from marginalized groups (Cronin in Pasquini, 2021a). This ‘openness’ is reflected in our society today in many ways, from the Truth and Reconciliation act in Canada to the Black Lives Matter movement; OER and open educational practice (OEP) gives room for all voices.
As well as being relevant, Weller’s book also provides some insights into potential conflicts. One such aspect is his chapter regarding Twitter and social media. Weller (2020) highlights the benefits and potential of social media, saying it “…provides ed tech with… a set of tools and possibilities…” (p.114). He mentions that using social media comes with risks, but this chapter’s overall tone is one of optimism and possibility (Weller, 2020).
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In my workplace as a K-12 teacher, social media platforms have essentially been established as hindrances to education. They have not even been truly considered because of the considerable risks associated with them (bullying, data management, privacy, etc.). In the audio podcast between chapters, Laura Pasquini and her guests, Chrissi Nerantzi and Sue Beckingham, discuss some of the dangers of social media. Nerantzi mentions that social media sites are exclusive and favour the voices of privilege: older white males (Nerantzi in Pasquini, 2021b). Pasquini (2021b) also touches on the larger, money-making corporations that fund and back many social media sites, which raises questions about data management, privacy, and purpose. These issues, as well as others, create a well-founded wariness in the K-12 educational system.
Although I understand the risks of young adults using social media, Weller brings to light some benefits, such as collaborative learning and student engagement, that have potential in the K-12 system (Weller, 2020). It is also important to note that young adults are incredibly adept with social media, as it is being used consistently and constantly (AACAP, 2018). I cannot help but wonder if our education system considered some potential benefits and what the impact would be on our students’ learning. Do the benefits of social media outweigh the risks for the K-12 system?
References
American Academy of Child and Adolescent Psychiatry (AACAP). (2018, March). Social media and teens. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Social-Media-and-Teens-100.aspx#:~:text=Seventy%20five%20percent%20report%20having,not%20including%20time%20for%20homework.
Pasquini, L. (Host). (2021a, January 21). OER (No. 12) . In Between the chapters. Transistor. https://25years.opened.ca/2021/01/27/between-the-chapters-oer/
Pasquini, L. (Host). (2021b, February 25). Twitter and social media (No. 17) . In Between the chapters. Transistor. https://25years.opened.ca/2021/02/28/between-the-chapters-twitter-social-media/
Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press. https://doi.org/10.15215/aupress/9781771993050.01
Hi Terry,
I also began to connect more with the technologies Weller described in the middle portion of his book. The technologies that have been the most relevant in my teaching and learning experiences are Learning Management Systems (LMS) and blogs. I have been using the LMS Blackboard since joining Humber College in 2014. At the time, I wasn’t using all the tools available as I was just trying to get used to the system. In the MALAT program, I was introduced to blogging, which to my surprise has been quite enjoyable. Having a supportive and interactive cohort has made blogging very rewarding. Hearing the different perspectives my peers have on the different topics we are learning has added a whole other element to my learning experience.
I find it interesting that we haven’t found a way to incorporate social media within our K-12 education systems. I teach in post-secondary and we do not have it integrated within our television-broadcasting curriculum, though I do think it could be effective. Weller (2020) states, “developing an online identity, establishing a community, and sharing resources and ideas through Twitter are an effective means to engage in many scholarly activities” (p. 109). I believe it can be another space for our students to share their work and network within the media sector.
References
Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press. https://doi.org/10.15215/aupress/9781771993050.01
Thanks for your reply Giulia,
I agree. I think there is a way we can incorporate social media into education (for both our sectors), but for K-12 there would need to be some significant training and guidance to address some big concerns like bullying and privacy.
A lot of work to be done, but I think it would be an interesting and fruitful undertaking!
I really enjoyed your perspective, Terry. I also found the chapter, and between the chapters, on social media very interesting and relevant to my professional life. My workplace also focusses on the risks of social media and thus discourages the use of it outright. I find that with such a hyper-focus on the risks, it has limited any possible conversations about the possible benefits, which can be frustrating when you see. Curious, as a K-12 teacher, do you use YouTube as a teaching tool at all? Do you hear of your students using it on their own to supplement what they may be learning in the classroom?