Richard Beach and David O'Brien (2015) identify the
increasing development of social technology within education. The use of apps to
communicate with peers is becoming a common occurrence within today’s education
curriculum.
Although the article provides a well reasoned argument towards the
beneficial factors of these developments, personally education for me provided an
experience of getting up and moving around the classroom in order to
communicate as opposed to using technology to communicate with peers.
Is the development of social technology having a negative effect
on our social development?
Breach, R. O’Brien, D. (2015) Using
Apps for Learning across the Curriculum: A Literacy Based Framework and Guide. London:
Routledge
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ReplyDeleteFrom my experience, I believe that social technology is not social as it refers to statement writing. When peers communicate it is not only the information shared, but an individuals body language and the way that this is being said.
ReplyDeletehttp://www.edudemic.com/social-media-education/
This article (Dunn et al., 2011)identifies the advantages and disadvantages of social technology within the education sector.
Dunn, J., Kilburn, D., Levy, L., Staff, E., Oswald, M., Jones, G., Gutierrez, A., Nguyen, J. and Hinton, J. (2011) The 10 best and worst ways social media impacts education. Available at: http://www.edudemic.com/social-media-education/
Doesn’t the use of emoji’s or symbolism through technology help with the lack of body language? Most teachers often provided stickers and stars to promote good work or emphasise reaction to a child’s piece of work so I see no reason why emoji’s can’t do the same.
ReplyDeletehttp://www.erintegration.com/2016/03/13/emojis-in-the-classroom/
The above article describes how teachers use emoji’s on computer screens that are directed onto a white board or tablet, and helps stimulate a reaction from the children.
I think the development of social technology can have a positive and a negative effect on our social development. Preston et al (2015) has stated technology is only going to expand therefore educating children from an early age is essential.
ReplyDeleteThrough studies (Preston et al 2015), claims asking children about technology is the way to go. Fred, a teacher within the investigation explains ‘students went from viewing a photograph in an outdated textbook to participating in virtual field trips, we can go on virtual tours of Egypt or whatever, if you’re teaching ancient history’.
However M, Conrad, B, Verhoff & Greene (2014) identified that ‘younger adults alone spend on average 164 minutes a day online’ (Li & Chung, 2006). This is having a significant impact on mental wellbeing, due to technology addictions.
Preston, Jane P., Wiebe, Sean, Gabriel, Martha, McAuley, Alexander, Campbell, Barbara, & MacDonald, Ron. (2015). Benefits and Challenges of Technology in High Schools: A Voice from Educational Leaders with a Freire Echo. Interchange: A Quarterly Review of Education, 46(2), 169-185.
Magsamen-Conrad, Billotte-Verhoff, & Greene. (2014). Technology addiction’s contribution to mental wellbeing: The positive effect of online social capital. Computers in Human Behavior, 40, 23-30.
I do agree technology is more sociable with the use of emoji’s as it allows students to demonstrate an emotion. (Campbell, C. and Jane, B. 2010)
ReplyDeleteHowever personal experience has identified how using technology to communicate is an unnecessary part of the curriculum. Although the benefits of emails are significant with older students, I don’t believe children within the primary school system have a use for social technology. Children need to be able to develop their body language skills to ensure effective communication in later life. (White, J. and Gardner, J. 2013)
The book ‘Best ideas for teaching with technology’ (Reich, J., Daccord, T. and November, A. 2008) demonstrates how it can be used effectively to ensure the learning of students whilst still ensuring they develop holistically.
Reich, J., Daccord, T. and November, A. (2008) Best ideas for teaching with technology: A practical guide for teachers, by teachers. New Brunswick, NJ, United States: Sharpe, M. E.
White, J. and Gardner, J. (2013) The classroom x-factor: The power of body language and non-verbal communication in teaching. London, United Kingdom: Routledge.
Campbell, C. and Jane, B. (2010) ‘Motivating children to learn: The role of technology education’, International Journal of Technology and Design Education, 22(1), pp. 1–11. doi: 10.1007/s10798-010-9134-4.