Social media- types and significance of social media, services to education, Domains and levels of pedagogical innovations in the school using ICT.

1. SIGNIFICANCE OF SOCIAL MEDIA
FOR PEDAGOGICAL INNOVATION

2. SOCIAL MEDIA*Social media is the collective of online communications channels dedicated to community-based input, interaction,
content-sharing and collaboration.
Websites and applications dedicated to forums, microblogging, social networking, social bookmarking, social curation, and
wikis are among the different types of social media.
Here are some prominent examples of social media:
Facebook is a popular free social networking website that allows registered users to create profiles, upload photos and
video, send messages and keep in touch with friends, family and colleagues. According to statistics from the Nielsen
Group, Internet users within the United States spend more time on Facebook than any other website.
Twitter is a free microblogging service that allows registered members to broadcast short posts called tweets. Twitter
members can broadcast tweets and follow other users' tweets by using multiple platforms and devices.
Google+ (pronounced Google plus) is Google's social networking project, designed to replicate the way people interact
offline more closely than is the case in other social networking services. The project’s slogan is “Real-life sharing
rethought for the web.”
Wikipedia is a free, open content online encyclopedia created through the collaborative effort of a community of users
known as Wikipedians. Anyone registered on the site can create an article for publication; registration is not required to
edit articles. Wikipedia was founded in January of 2001.
LinkedIn is a social networking site designed specifically for the business community. The goal of the site is to allow
registered members to establish and document networks of people they know and trust professionally.
Reddit is a social news website and forum where stories are socially curated and promoted by site members. The site is
composed of hundreds of sub-communities, known as "subreddits." Each subreddit has a specific topic such as
technology, politics or music. Reddit site members, also known as, "redditors," submit content which is then voted upon
by other members. The goal is to send well-regarded stories to the top of the site's main thread page.
Pinterest is a social curation website for sharing and categorizing images found online. Pinterest requires brief
descriptions but the main focus of the site is visual. Clicking on an image will take you to the original source, so, for
example, if you click on a picture of a pair of shoes, you might be taken to a site where you can purchase them. An image
of blueberry pancakes might take you to the recipe; a picture of a whimsical birdhouse might take you to the instructions.

3. SOCIAL MEDIA SERVICES TO
EDUCATION
Brian Solis created the following social media chart, known as the conversation prism, to
categorize social sites and services into various types of social media.
1. Crossover Learning
Learning in informal settings, such as museums and after-school clubs, can link educational
content with issues that matter to learners in their lives. These connections work in both
directions. Learning in schools and colleges can be enriched by experiences from everyday
life; informal learning can be deepened by adding questions and knowledge from the
classroom. These connected experiences spark further interest and motivation to learn.
2. Learning Through Argumentation
Students can advance their understanding of science and mathematics by arguing in ways
similar to professional scientists and mathematicians. Argumentation helps students attend
to contrasting ideas, which can deepen their learning. It makes technical reasoning public,
for all to learn. It also allows students to refine ideas with others, so they learn how scientists
work together to establish or refute claims.
3. Incidental Learning
Incidental learning is unplanned or unintentional learning. It may occur while carrying out an
activity that is seemingly unrelated to what is learned. Early research on this topic dealt with
how people learn in their daily routines at their workplaces.

4. 4. Context-Based Learning
Context enables us to learn from experience. By interpreting new information in the
context of where and when it occurs and relating it to what we already know, we come to
understand its relevance and meaning. In a classroom or lecture theater, the context is
typically confined to a fixed space and limited time. Beyond the classroom, learning can
come from an enriched context such as visiting a heritage site or museum, or being
immersed in a good book.
5. Computational Thinking
Computational thinking is a powerful approach to thinking and problem solving. It involves
breaking large problems down into smaller ones (decomposition), recognizing how these
relate to problems that have been solved in the past (pattern recognition), setting aside
unimportant details (abstraction), identifying and developing the steps that will be
necessary to reach a solution (algorithms) and refining these steps (debugging). Such
computational thinking skills can be valuable in many aspects of life, ranging from writing
a recipe to share a favorite dish with friends, through planning a holiday or expedition, to
deploying a scientific team to tackle a difficult challenge like an outbreak of disease.
6. Learning By Doing Science (with remote labs)
Engaging with authentic scientific tools and practices such as controlling remote
laboratory experiments or telescopes can build science inquiry skills, improve conceptual
understanding, and increase motivation. Remote access to specialized equipment, first
developed for scientists and university students, is now expanding to trainee teachers and
school students. A remote lab typically consists of apparatus or equipment, robotic arms to
operate it, and cameras that provide views of the experiments as they unfold.

5. 7. Embodied Learning
Embodied learning involves self-awareness of the body interacting with a real or
simulated world to support the learning process. When learning a new sport, Executive
summary 5 physical movement is an obvious part of the learning process. In embodied
learning, the aim is that mind and body work together so that physical feedback and
actions reinforce the learning process.
8. Adaptive Teaching
All learners are different. However, most educational presentations and materials are
the same for all. This creates a learning problem, by putting a burden on the learner to
figure out how to engage with the content. It means that some learners will be bored,
others will be lost, and very few are likely to discover paths through the content that
result in optimal learning. Adaptive teaching offers a solution to this problem. It uses
data about a learner’s previous and current learning to create a personalized path
through educational content.
9. Analytics Of Emotions
Automated methods of eye tracking and facial recognition can analyze how students
learn, then respond differently to their emotional and cognitive states. Typical cognitive
aspects of learning include whether students have answered a question and how they
explain their knowledge. Non-cognitive aspects include whether a student is frustrated,
confused, or distracted.
10. Stealth Assessment
The automatic data collection that goes on in the background when students work with rich digital environments can be applied to
unobtrusive, ‘stealth’, assessment of their learning processes. Stealth assessment borrows techniques from online role-playing games such
as World of Warcraft, in which the system continually collects data about players’ actions, making inferences about their goals and strategies
in order to present appropriate new challenges. This idea of embedding assessment into a simulated learning environment is now being
extended to schools, in topics such as science and history, as well as to adult education.

6. Domains and Levels of Pedagogical Innovation inDomains and Levels of Pedagogical Innovation in Schools Using ICT:Schools Using ICT:
The rapid and pervasive integration of new information and communication technologiesThe rapid and pervasive integration of new information and communication technologies
(ICT) in our life has also prompted increased interest in their potential role in educational(ICT) in our life has also prompted increased interest in their potential role in educational
systems worldwide. In an effort to identify whether and how these new technologies pro-systems worldwide. In an effort to identify whether and how these new technologies pro-
mote innovative educational change, more than thirty countries co-operated in two interna-mote innovative educational change, more than thirty countries co-operated in two interna-
tional studies on school innovation using ICT. One is the Second Information Technology intional studies on school innovation using ICT. One is the Second Information Technology in
Education Study (SITES) Module 2, by the IEA, focusing on innovative pedagogical practicesEducation Study (SITES) Module 2, by the IEA, focusing on innovative pedagogical practices
at the classroom level (Kozma, 2000). The other is the Case Studies of ICT andat the classroom level (Kozma, 2000). The other is the Case Studies of ICT and
Organizational Innovation, sponsored by the OECD/CERI, focusing on innovations at thOrganizational Innovation, sponsored by the OECD/CERI, focusing on innovations at th
school system level as a result of ICT implementation (OECD/CERI, 2000).This is the secondschool system level as a result of ICT implementation (OECD/CERI, 2000).This is the second
of two papers reporting on the levels of innovation of Israeli schools participating in the twoof two papers reporting on the levels of innovation of Israeli schools participating in the two
international studies. In the first we presented the innovation analysis schema forinternational studies. In the first we presented the innovation analysis schema for
characterizing the ICT-based educational innovations (Mioduser et al. 2003). Wecharacterizing the ICT-based educational innovations (Mioduser et al. 2003). We
characterized the notion of pedagogical innovation using ICT by four domains (time/spacecharacterized the notion of pedagogical innovation using ICT by four domains (time/space
configuration, student roles, teacher roles and curricular changes) and by the level of itsconfiguration, student roles, teacher roles and curricular changes) and by the level of its
integration within the pedagogical practices in the school (assimilation, transi- tion andintegration within the pedagogical practices in the school (assimilation, transi- tion and
transformation). In this paper we report on the application of the analysis schematransformation). In this paper we report on the application of the analysis schema inin
analyzing the data collected in ten innovative schools in Israel, which have incorporated.analyzing the data collected in ten innovative schools in Israel, which have incorporated.
Prepared by : Naslamol KPrepared by : Naslamol K

7. Domains and Levels of Pedagogical Innovation inDomains and Levels of Pedagogical Innovation in Schools Using ICT:Schools Using ICT:
The rapid and pervasive integration of new information and communication technologiesThe rapid and pervasive integration of new information and communication technologies
(ICT) in our life has also prompted increased interest in their potential role in educational(ICT) in our life has also prompted increased interest in their potential role in educational
systems worldwide. In an effort to identify whether and how these new technologies pro-systems worldwide. In an effort to identify whether and how these new technologies pro-
mote innovative educational change, more than thirty countries co-operated in two interna-mote innovative educational change, more than thirty countries co-operated in two interna-
tional studies on school innovation using ICT. One is the Second Information Technology intional studies on school innovation using ICT. One is the Second Information Technology in
Education Study (SITES) Module 2, by the IEA, focusing on innovative pedagogical practicesEducation Study (SITES) Module 2, by the IEA, focusing on innovative pedagogical practices
at the classroom level (Kozma, 2000). The other is the Case Studies of ICT andat the classroom level (Kozma, 2000). The other is the Case Studies of ICT and
Organizational Innovation, sponsored by the OECD/CERI, focusing on innovations at thOrganizational Innovation, sponsored by the OECD/CERI, focusing on innovations at th
school system level as a result of ICT implementation (OECD/CERI, 2000).This is the secondschool system level as a result of ICT implementation (OECD/CERI, 2000).This is the second
of two papers reporting on the levels of innovation of Israeli schools participating in the twoof two papers reporting on the levels of innovation of Israeli schools participating in the two
international studies. In the first we presented the innovation analysis schema forinternational studies. In the first we presented the innovation analysis schema for
characterizing the ICT-based educational innovations (Mioduser et al. 2003). Wecharacterizing the ICT-based educational innovations (Mioduser et al. 2003). We
characterized the notion of pedagogical innovation using ICT by four domains (time/spacecharacterized the notion of pedagogical innovation using ICT by four domains (time/space
configuration, student roles, teacher roles and curricular changes) and by the level of itsconfiguration, student roles, teacher roles and curricular changes) and by the level of its
integration within the pedagogical practices in the school (assimilation, transi- tion andintegration within the pedagogical practices in the school (assimilation, transi- tion and
transformation). In this paper we report on the application of the analysis schematransformation). In this paper we report on the application of the analysis schema inin
analyzing the data collected in ten innovative schools in Israel, which have incorporated.analyzing the data collected in ten innovative schools in Israel, which have incorporated.
Prepared by : Naslamol KPrepared by : Naslamol K