Using Social Media in EMS Classrooms PDF

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See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/310818823 Using social media as an information and communication technology tool in EMS classroom Chapter · July 2016 CITATIONS READS 2 7,523 2 authors: Micheal M Van Wyk Molaodi Tshelane University of South Africa University of the Free State 131 PUBLICATIONS 1,036 CITATIONS 9 PUBLICATIONS 39 CITATIONS SEE PROFILE SEE PROFILE All content following this page was uploaded by Micheal M Van Wyk on 25 November 2016. The user has requested enhancement of the downloaded file.  Using social media 3 as an information and communication technology tool in 7 EMS classrooms Micheal van Wyk & Molaodi Tshelane Chapter objectives After reading this chapter you should be able to: Define the concept of ICT and social media The role of the EMS teacher and the use of Web 2.0 technologies in the classroom Explore the use of social media as a valuable educational Web 2.0 technology tool in the classroom Analyse the Virtual World as a space for learning EMS Understand how to implement learning management systems in a school Discuss the educational values of blogs, wikis, Twitter, Facebook, open educational resources (OERs), mass open online courses (MOOCs), educational games, and mobile learning devices to support teaching and learning in EMS Explain how to set up and implement blogs, wikis, podcasting, OERs, MOOCs, educational games and mobile learning in the classroom. Case study: Carla and ICT in the classroom Carla is a 26 year old EMS teacher who has been working for the last five years at a public high school in Cape Town, Western Cape. She also teaches all the Grade 9 Technology classes. She understands the opportunities and possibilities of using information and communication technology (ICT) in the classroom. She decided to explore using ICT and in particular Web 2.0 technologies to empower her learners to be competent ICT users. She wanted to expose them to the effective use of social media (in particular blogs) as a tool for self-directed learning. The use of social media as an educational tool has been well researched over the last decade. Currently teachers around the world are exploring and expanding on the use of social media. Most teachers use the traditional teaching methods, which still provide excellent outcomes, but the digital natives challenge teachers in how they teach. Carla decided that she must either adapt her teaching style or face bored learners who are showing less interest in her teaching. She wants to design a powerful and empowering learning environment in her classrooms. She understands the ‘untapped’ potential of online technologies for the classroom. She currently uses Facebook to paste, share and display personal information, for example, a couple of photos of the award ceremony 154 Teaching Economic and Management Sciences of her Grade 9s winning the Entrepreneurship Day hosted by the Hyper Checkers Group, birthdays, sporting events and special events. Last week she uploaded a couple of photos of her birthday party as well as one of her attending a CAPS in-service training with other EMS teachers. She decided to specifically use blogs for her Grade 9 EMS classes. On the EMS blog, she posted a research project on the topic of entrepreneurship and job creation. This project is planned to last for six weeks. Over the weeks, she will provide constructive feedback on the progress of the different groups completing the project. Groups must complete their projects within the time frame and present it to the rest of the class. At the end of this activity, she decides to post a new topic on trade unions, specifically the Congress of South African Trade Unions (COSATU), in the South African economy. For this activity she will use assessment tools such as worksheets, a class test and a group presentation. She is motivated and passionate about using social media tools to enhance her learners’ problem solving and critical thinking skills. Introduction The 21st century provides opportunities to advance education, both locally and globally, through the use of ICT and Web 2.0 technologies in the classroom. Teachers, particularly EMS teachers, are exposed to this phenomenon through different media platforms such as TV, DVDs and films. A paradigm shift must be made in your teaching style to accommodate a new group of learners called the digital natives. These learners who use ICT and social media as a means of communication or sharing personal information must be catered for. They can be accommodated by using ICT and Web 2.0 technologies in your classrooms. It can be difficult and challenging for you as an EMS student teacher, to make an informed decision about how to use social media tools in the classroom. In this chapter you will be provided with skills that will empower you to plan and use ICT and Web 2.0 technologies in teaching EMS. Your competence in using pedagogical technological content knowledge (PTCK) will be advanced in order to accommodate the diverse learner population in your classroom. In this chapter, we will first introduce you to reasons why you should support teachers in using ICT when teaching EMS. Second we will help you to understand the importance of ICT in teaching EMS in South African schools. Last, the role of the EMS teacher and the use of Web 2.0 technologies in the classroom will be discussed. Web 2.0 technology tools, in particular blogs, wikis, Twitter, Facebook, open educational resources (OERs), mass open online courses (MOOCs), educational games, mobile learning devices and various software programmes for planning good lessons will be explained.  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 155 7.1 Integrating ICT into the curriculum Scholars argue that integrating ICT into teacher education programmes is a very important part of meeting the challenges of the 21st century and beyond (Beyerbach, Walsh & Vanatta, 2001:107). The use of ICT in teaching and learning creates new ways to achieve student outcomes. A great deal of work has already been done to include ICT into the teacher education curriculum and several researchers have requested that student teachers be trained on using ICT as part of their studies (Van Wyk, 2013:528; Roschelle, Pea, Hoadley, Gordin & Means, 2000:88). Current departmental policy aims to push for universal access to ICT through the deployment of networked computers, educational software and online learning resources in all South African schools. The intention is to enable the development and distribution of electronic learning content so that every learner, teacher, manager and administrator has the knowledge, skills and support needed to integrate ICT into educational processes. Guidelines for integrating ICT into teacher pre-service and in-service training programmes are also outlined in the policy. To facilitate implementation, the policy provides for the assigning of a ‘dedicated teacher to manage ICT facilities and to champion the use of ICT’, and the provision of technical training for teachers in every school (DoE, 2003:14). Information and communication technology (ICT) and its continuous innovations have improved the efficiency of many areas of modern living. Given access to ICT, most teachers and learners in South African schools can benefit from these efficiencies. However, access to educational technology in SA is still limited to the advantaged few, mainly in urban areas, whilst many learners in disadvantaged areas remain on the periphery (Mlitwa & Nonyane, 2008:23; Mlitwa, 2010:09). For this reason, the government has undertaken, through the e-education policy of 2004, to equip schools with ICT. The goal is to empower schools with ICT facilities, improve the quality of education and thus improve learning outcomes (DoE, 2007:10) in all schools. The policy provides for the deployment of educational hardware and software to every school in South Africa and for the full integration of ICT into curricula, including the e-skilling of teachers by integrating ICT skills into the teacher-training curriculum. In the previous e-education policy of 2003 (DoE, 2003:16) ICT was already viewed as a resource for teaching and learning and an enabler of the development of the school as a whole. This e-education policy aimed to provide schools with ICT to improve management and administration, to facilitate the incorporation of ICT into the curricula, and to improve communication and engagement as well as collaboration between teachers and between learners (DoE, 2007:11). The goal is to ensure that every learner is able to use ICT confidently and creatively and to develop the skills and knowledge needed to achieve personal goals. In this quest, further provisions are being made to integrate ICT into all South African schools (DoE, 2003:16). 156 Teaching Economic and Management Sciences One particular ICT initiative launched by the Gauteng Department of Basic Education, the Smart Schools Project, was launched at seven Gauteng schools in January 2015. In the seven Gauteng schools each learner was given a tablet and Internet connectivity from their desks, while interacting with their teachers in real time. Six of these schools are township schools, which means that they are also within the borders of historically disadvantaged communities. School books were replaced by e-books and learners will never have to carry, or share textbooks again. Each teacher and learner will receive a tablet loaded with lesson plans. Another benefit of the project is that teachers will not have to carry around piles of workbooks waiting to be marked, thanks to the ability to access prescribed work online. All schools will eventually benefit from fibre-optic, Wi-Fi and broadband connections to the Internet. Through the project, these schools will receive a consistent delivery of good quality video, voice and data, with a power backup system in case of load shedding. ICT facilities and skills are important, but need to be productively integrated into the curriculum if they are to make a positive impact in education (Mlitwa & Nonyane, 2008:4). The curriculum includes the philosophy, content, approach and assessment of a learning programme (Mlitwa, 2010:10) (see also Chapter 5). Integrating ICT into the curriculum therefore implies the alignment of educational technologies with pedagogy. Given that the e-education policy was put forward in 2003, it is logical to expect that reasonable progress in the integration and deployment of ICT into the school curriculum, would have taken place by the year 2015. If teachers are competent in using ICT effectively in teaching and learning situations, they will ultimately create powerful and effective learning environments for their learners. These ICT competent teachers play an important role in supporting and guiding learners to become self-directed learners who will eventually meet the challenges of the workplace. It is therefore vital to empower student teachers with effective ways to integrate and use ICT in the facilitation of teaching and learning. Student teachers must be supported in familiarising themselves with the application of ICT in their education. ICT can contribute to creating powerful learning environments in numerous ways. ICT makes it possible to access information from different information resources and to view information from many perspectives. ICT may also make certain processes easier to understand through simulations and media-enhanced systems/content. The use of ICT may foster co-operative learning and reflection about the content (Susman, 1998:678). Another benefit of using ICT in the classroom is that it ensures every learner is able to use ICT confidently and creatively and can develop the skills and knowledge needed to achieve personal goals. Furthermore, ICT may serve as a tool for curriculum differentiation, providing opportunities for adapting the learning content and tasks to the needs and capabilities of each individual pupil and by providing tailored feedback (Roberts, Foehr  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 157 & Rideout, 2005:24). As Oblinger (2005:13) points out, ICT may fit into a spectrum of instructional approaches, varying from traditional to innovative online applications for teaching and learning. 7.2. Supporting the change in teaching EMS by using ICT ICT has to do with the sharing, storage and designing of software materials that can be used through the aid of broadband and mobile phones. The following tools can be used to bring ICT into the classroom: interactive whiteboards, radios, televisions, tablets, computers, satellite systems, CDs, DVDs, iPod, Internet and networks (UNESCO, 2004:12; Tshelane, 2014:XV). Today’s learners are influenced by technology, resulting in a different outlook towards teaching and learning compared to their parents. Learners of today are at home with digital technology and are socially aware, which means that they are in touch with and care about what is going on around them. These learners prefer group work, they are achievement oriented, they are fascinated by technology. They have a short attention span and are experiential, visual and kinaesthetic in learning. The word kinaesthetic refers to the study of body motion and of the perception of one’s own body motions. Perception can be conscious or unconscious. One’s own individual perception is achieved through increased awareness. Thus kinaesthetic refers to the teaching and personal development of awareness. Today’s learners prefer to see results now, for example, if possible they want to get feedback for an activity immediately, which is possible with some computer programmes. They use and communicate via short message services (SMSs), mobile phones, chat rooms, iPods, iPads, social networks and email. They are able to simultaneously play computer games, watch television and listen to music. The learners in the 21st century are exposed to ICT at an early age, which means they are competent in technology (Elam, Stratton & Gibson, 2007:23). This new type of learner is spread across race, class, socio-economic status, learning space and culture, which requires teaching and learning that is different from ‘talk and chalk’. Scholars in the field of ICT have long claimed that technology has the potential to change the world drastically. Thus it stands to reason that there is an open invitation for societies to use ICTs in subjects such as economic and management sciences because the practical nature of the subject can best be conveyed to the learner through the use of ICT. 7.3 Infusing ICT into the teaching of EMS Globalisation, changing economies, uncertainty about the future and changes in the curriculum are transformng the teaching of EMS in a way that requires the integration of ICT. 158 Teaching Economic and Management Sciences EMS teachers are now required to infuse ICT into the delivery of content to learners. This has resulted in an urgent need for EMS teachers to embrace new literacies and to share their understanding of how the contemporary generation learn (Tshelane, 2014:59). This is further promulgated by the advocacy of the notion of ‘No child Left Behind’ (NCLB) which continues to call for accountability on the part of EMS teachers. NCLB is an Act passed in 1965 by the United States Department of Education to distribute funding to schools and districts to cater for learners from low-income families. This compels teachers to set goals and encourage their learners to set goals for themselves regarding learning EMS so that learners can develop businesses and engage in entrepreneurship activities and alleviate poverty (see Figure 6.1. by Wickens & Douglas (2013:78)). EMS teachers are expected to help learners to make realistic time estimates about their learning by using a technology curve. This can be understood from the following point suggested by Glasgow and Hicks (2003:29): Learners need to learn to use a spreadsheet so that they can correctly record financial accounting and be able to apply graphs in business and economic theory. Learners using ICT gadgets must learn the laws regarding copyright and piracy in business and of the need for society to be aware of unethical business practices. Learners should be able to evaluate and spot possible unethical business practices in web pages and specific programmes that need to be evaluated and classified as untrusted. EMS learners should be able to explore and find information from different web pages and be able to use educational journals to find the latest indexes on the inflation rate, petrol price, market shares, the repo rate and business information. Learners should be able to evaluate EMS curriculum-related topics on the Internet and make up their minds about reliability by using real simple syndicate (RSS) feeds and following them closely with regard to economic development. RSS refers to web feeds or web syndication in general. RSS information files provide news updates from web sites in a simple form. Graphic programmes can also be used as tools for learners to do EMS-related projects and research, and post, share or work in collaboration with fellow learners. 7.4 Steps in planning the use of ICT in teaching EMS activities Let’s look at the steps you must follow to plan the use of ICT tools in your EMS lessons. Figure 7.1 illustrates the planning process which you may follow as an EMS teacher when you decide to adopt the planning process of ICT as suggested by Wickens and Douglas. (2013:78).  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 159 Step 1 Step 2 What do I want the learners to What activities could the learners learn in my EMS class? How will do to meet these objectives? this fit in with the programmes Refer to the programmes of study of study? List the learning for opportunities for ICT and objectives. learning across the curriculum. Step 6 Step 3 Begin the activity. Assess the Discuss ideas with the ICT learners – is the use of ICT co-ordinator for access to supporting the teaching and facilities, equipment and learners’ learning? Evaluate, using results capability. Book resources and for subsequent plans. support. Step 5 Step 4 Prepare support materials such as Plan the activity in detail, interactive worksheets, displays including learning outcomes, and receive training if necessary. assessment points, and timing Do you need passwords? and student expectations. Figure 7.1 Steps in integrating ICT in EMS activities Source: Wickens, C. & Douglas, A. (2013). Learning and Teaching in Secondary School. Teaching ICT Across the Curriculum. UK: MPG Printgroup The planning process follows a six-step approach: 1. The first step requires the EMS teacher to know where to start in developing his/her own ICT capability. This depends very much on your teaching situation, but personal access to ICT is crucial. For example, if you are teaching a class of Grade 9 learners a topic in Financial Literacy such as the Cash Receipts Journal and Cash Payments Journal of a sole trader, CAPS requires the teacher to focus on the cash transactions of a trading business and the effects of cash transactions on the accounting equation. You will need to answer the following base-line questions first: Should I use a word processor? Should I use a spreadsheet for simple calculations? Do I need a database? Can I communicate effectively using ICT? Should I use the Internet or Intranet? You will also have to be certain that your choice of ICT gadget supports the learning. You will have to monitor learners carefully 160 Teaching Economic and Management Sciences when they are using the Internet. You will have to set up rules for guidance and use of resources which all learners will have to adhere to, for example, rules regarding plagiarism. Figure 7.1 indicates that learning objectives will have to be addressed in this step. 2. The second step focuses on the activities that you as an EMS teacher will have to design or to download for learners to use. You will have to be decide whether designing your own learning programme would be a viable option or if you should download suitable and relevant activities for your learners. For example, there are computer applications which you could download to record transactions for accounting equations and receipts and payments journals. You could also use the learning management system of the DBE in South Africa (http://www.thutong.doe.gov.za/). You may also opt to use one of the computer applications available for free to enable learners to do activities. Learners can also be encouraged to develop their own applications. 3. The third step requires the EMS teacher to seek advice from the school ICT co-ordinator or other teachers who might be in the process of designing learner-use ICT. During this step, the teacher needs to explore avenues available on web sites or use applications that cater for financial literacy and which can be expanded and tailored to suit the class requirements. Use of textbooks and other support material might be an option that would enable the class to focus on the recording skills and theory of receipts and payment journals in financial literacy. 4. The fourth step includes the actual planning process after you have acquired advice from the ICT coordinator and other EMS teachers. The planning process can be centered around provisioning, speed and automatic functions, capacity and range including interactivity. For example, the interactive process can follow ways in which information on financial literacy can be processed and presented enabling the EMS teacher and learners to explore or create frameworks and simulations of the process of keeping financial records of the business up to date. 5. The fifth step involves collecting the resources and support material the teacher will use. This may include worksheets, computer application programmes or displays that the teacher has opted to utilise and any kind of procedures which must be thought about, for example, is there a need to use a password? 6. The sixth step involves the actual actions that culminate into classroom activity using the appropriate ICT gadgets. Since a spreadsheet may be a viable option when a computer is used for financial literacy, you, as an EMS teacher, can also include assessment in order to do the necessary evaluations. Now that you have been exposed to the six-step approach in using ICT in teaching EMS in the classroom, read through the following case study and answer the questions.  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 161 Case study: Mr Kgiba’s passion for using ICTs Mr Kgiba, completed his matric in 2008, and trained to become a teacher for four years after completing his junior degree. He learned to use ICT for teaching EMS. Mr Kgiba has recently become more interested in the use of ICT to teach EMS. He attended ICT lessons in private. In one school meeting the principal asked Mr Kgiba to explain to the teachers how he has been integrating ICT in his teaching and learning. This is what Mr Kgiba had to say with passion: ‘The NCS document for Grade R to Grade 12 envisaged learners who are techno-savvy and also sensitive to the environment and health of citizens. I recognised that it is my role to introduce ICT in EMS. Then I used appropriate ways to enhance the learning of EMS by deliberately choosing when to employ those technologies in relation to my teaching method. I selected content I could present with social networks such as Facebook and Twitter or WhatsApp, for instance, an explanation of financial concepts can be done through social networks. In this case a cell phone will be necessary. This helps my learners to develop their own ICT skills. I would then work collaboratively with learners to address the limitations and obstacle encountered in the lesson. Throughout the EMS lessons we appreciated the necessity of continued professional learning about the potentials of ICTs to enhance learning. This influenced me to reflect on what is to be imparted and how it is to be imparted and to be comprehended in the school adopting the use of ICT in all subjects. I have created my own blog linked to the learning management system of the Thutong portal on rudimentary teaching in South Africa. I also post announcements and provide other users with contacts. Every Wednesday evening we dedicate time from 19h00 to 20h30 to share our EMS lesson plans with teachers who have also taken this initiative all over the world. There is also a space for learners to discuss the topics and I monitor their discussions. Anyone can join in as long as you are registered with the Thutong portal. All you need is to register an email account. I have taught my learners to see everyone as a resource. My approach is that the person next to you who uses a computer or any ICT device is a resource, so never be afraid to ask for help.’ Read the case study above and answer the questions that follow. 1. What are the driving forces for EMS teachers to use ICTs in teaching the subject? 2. What is the name of the LMS of the Department of Basic Education? 3. Provide two tools that can be used by EMS teachers to facilitate infusion of ICT in EMS. 4. Construct steps that can be used to guide learners in creating an email account. 5. What could be the reasons why Mr Kgiba for opts 19h00 – 20h30 to share his EMS lessons? In the next section, we will discuss aspects of social media and their imprtance as teaching tools in teaching and learning. 7.5 Social media as an ICT tool in the EMS classroom Social media is an ICT tool whereby users connect, create and share personal information and educational values with other networkers (users on the Internet). Over the last decade there has been a huge increase in the usage of Web 2.0 technology, in particular social media as a teaching and learning tool in the classroom. Web 2.0 as a phenomenon has made an impact on and changed our lives. Social media tools such as Facebook, blogs, wikis, Twitter, LinkedIn, Google+ and WhatsApp were originally designed as early Web 2.0 technologies only for the purpose of social networking. Studies 162 Teaching Economic and Management Sciences indicate that social media can support learning by using it as a technology-integrated teaching-learning platform. Social media as an online platform supports the constructivist approach to teaching and learning. According to a study conducted on blogs as a supportive tool during teaching practice for student teachers, it was revealed that by using blogs as an online teaching platform, student teachers enhanced their teaching practice skills by exploring, creating, and sharing knowledge amongst peers (Van Wyk, 2013:529). Ethical issues A word of caution: Be very careful when introducing social media tools in your daily lesson planning. Use the social media tools for educational purposes only and not for harm or to offend other learners in your class. Do not include information that can cause harm or embarrassment. Before you continue with the next section, return to the opening case study about Carla, the EMS teacher, and complete the following activity. Activity 7.1 After studying the case study, answer the following questions: 1. Explain, with an applicable example, the concepts ‘information and communication technology (ICT)’ and ‘Web 2.0 technologies’. 2. According to the case study, Carla understands and sees many opportunities and possibilities of using ICT in the classroom. Do you agree or disagree? If in agreement, provide possible opportunities or possibilities of using ICT in the classroom. If you are in agreement with Carla, provide challenges that the EMS teacher might face using ICT in the classroom. In the next section we will take a closer look at blogs and their educational value in the classroom. 7.5.1 Blogs A blog is a personal or professional Internet-based diary entry that is set up to post and respond to entries by other people who use personal blog pages to post their ideas and comments. Some of you may be using a blog to post personal information and communicate with family or friends, but you can also use this tool for educational purposes, especially for teaching EMS in the classroom. Bloggers are those users who share their personal information, for example, special events such as birthdays, individual photos, ideas and posting their comments on other blogs. There are several educational benefits for using blogs in the classroom (see Section 7.5.3, Table 7.1):  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 163 Online blog interactions help to increase intellectual ability amongst learners and groups and offer learners chances to express different ideas and views. Blogs can support learning as a meaningful task tool for both individual and groups Blogs enable learners to argue and explain ideas with fellow learners on a particular EMS topic Blogs help with critical thinking and reflection on work done Blogs enhance learners’ communicative, collaborative, co-operative, problem solving, creative, innovative thinking skills (Van Wyk, 2013:531). Starting a blog page is very easy. You can log into the service provider’s web site mentioned below and follow the steps which are indicated. You can use your school’s web page link to your blog or set up a specific one for your class. Poore (2013:10) provides several blog hosts that you can use for your class. These blog hosts are: Blogger.com: If you already have a Google account, then you can start a blogging space for the class. WordPress.com: A useful platform to set up the blog, but your learners must be experienced to use this blog platform. Kidblog.com: A WordPress type of blog platform, but with only basic information. Tumblr.com: A simple blog platform for personal journaling. Ethical issues Be very careful when introducing blogs as a social media tool in your lesson planning. Use this social media tool for educational purposes only. Restrict your learners regarding the type of information posted on the blog. No personal or confidential information that may cause harm to sensitive learners may be given. Stop and reflect Before you continue with this next section, go to https://primaryweb2.wikispaces.com/blogs for excellent examples of blogs. Another link is http://www.teachersfirst.com/content/wiki/. After studying the examples of blogs and their educational benefits and steps, complete the following activity. 164 Teaching Economic and Management Sciences Activity 7.2 Use the case study on Mr Kgiba’s passion for using ICTs for this activity. Mr Kgiba, a Grade 9 EMS class teacher gave his learners an assignment on unemployment in rural areas. The class was divided into small groups of five learners and each group was tasked with producing a 30 minute blog. First the groups brainstormed how to do the blog. Then they planned who would research the topic, conduct interviews, write the script, edit the blog and who would be responsible for submitting the project to the rest of the class. The project was to be submitted in two weeks’ time for discussion and assessment. In their groups, they must write a welcome message to the Grade 9 classes on the blog. They must research information on the blog project and also add relevant information on the blog. Groups can explore images or clippings or videos. They must upload information to the blog for sharing and comments. Groups must provide other groups with feedback on each item. Give Mr Kgiba advice regarding the educational benefits for using blogs in teaching EMS? 7.5.2 Wikis A wiki is a web page where people post, change, revise or comment on a topic of interest. The word ‘wiki’ means to respond quickly to a posted item of fact. Originally, wikis served as personal journaling tools. It is an e-learning tool teachers can use to create sustainable learning spaces for learners. Today’s digital natives have grown up with these social media tool (Roberts, Foehr & Rideout, 2005:78). Wikis as a social media tool has been growing increasingly popular for use in classrooms (Panda, 2010:10). Wikis are very popular social networking tool but in the last decade business, travel, sports, and also education have rapidly expanded this e-tool. Goktas, Yildirim & Yildirim (2009:198) argue that EMS teachers can use wikis for academic writing, researching, reflecting, problem solving, co-operating, sharing ideas, and expressing individual or group voices in the classroom. If you decide to use wikis in the EMS classroom with your learners, you may ask the question: ‘What are the steps to start a wiki? What are the reasons for using wikis in teaching and learning?’ After you have registered a wiki account, you can log in onto the wiki site for your class. For example, EMS teachers and Grade 9 learners can start a research project on the national budget speech by the Minister of Finance. Learners can perform Internet searches of speeches by the Minister of Finance, newspaper articles, and other related information about the national budget. After compiling the information, the class displays, discusses and shares information. The EMS teacher can plan and develop interactions in an online discussion forum on inflation targets. Learners can write essays on the topic for the newspaper of the school. Introduce a weekly discussion forum on the topic during the class. There are several educational values to using wikis in the classroom (see Section 7.5.3, Table 7.1). After completion of tasks, learners can store information, newspaper articles and feedback, and comments  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 165 by the teacher or the class. The EMS teacher can adopt wikis as a reflective tool for researching a topic that addresses co-operation and collaboration. Wiki as a social networking tool enables teachers and Think and Link learners to discuss ideas and to share experiences characteristic of Chapter 2 constructivist learning (Panda, 2010:12). Additionally, Panda mentioned Constructivism that wikis might help to stimulate cognitive conflict amongst learners and provide them with learning opportunities to express different views on the topic. Ethical issues Be very careful when introducing wikis as a social media tool in your daily lesson planning. Use this social media tool for educational purposes only and not for harm as group activity. Restrict your learners on what type of information to post on the wiki. No personal or confidential information should be allowed. Stop and reflect Before you continue with this next section, go to http://wikispaces.com/wikis for examples of excellent wikis and then complete Activity 7.3. Another link is http://www.teachersfirst.com/content/wiki/. Activity 7.3 Read the opening case study again. You are inspired and motived by Carla’s bold steps to explore with ICT and in particular the use of social media tools in the classroom. You decide to pilot wikis as an e-learning tool for a specific topic in EMS. You have planned to implement this social media in your class. You decided beforehand to experiment with a group assignment. Groups received the topic of the assignment, exploring the current status of unemployment amongst the youth in South Africa, as a contemporary economic issue. It is up to the groups to decide how they will collect information, share information about the topic, brain storm ideas, accept mutual agreement on the outcome of their task collectively, and present the findings thereof for assessment. 7.5.3 Educational purpose of using a blog or a wiki in the EMS classroom It seems that teachers sometimes struggle to decide whether to use a blog or a wiki for their specific classroom activities. After studying the comparison of the two social media tools in Table 7.1, you can make the best choice for selecting a social media tool for purposes of your EMS topic. 166 Teaching Economic and Management Sciences Table 7.1 Comparison between a blog and a wiki Blog Wikis Supporting and soliciting critique and critical reflection on Class collaborates on specific topic to build knowledge and the blog space information Evaluating ideas and exploring diverse views on the topic On-going by investigating project, in-depth exploring, and providing findings for the rest of the class Providing a variety of a rich text of media designed by blog Forces wiki users to think about structure for their project, users regarding the type of content, other links such as DVDs, podcastings or video clippings Enhancing higher-order thinking skills on the research topic Allows learners to show higher-order thinking skills by selecting for the class and presenting their final projects Class blog is a broad online community and blog posting Enhances active participation and provides an ownership over the become more explicit by users project Class becomes a space for more expression and stimulates Enforces online class behaviour by detailed discussion of findings on-going class discussion on the topic during and after class and agreement on aspects of the project Blog users can share their specific ideas with rest of the Easy for using for class projects on specific content, makes class community for feedback. learning easy and less time spent Example: WordPress.com Example: Educational wikis or Wikispaces Stop and reflect WhatsApp is an online text messenger service which uses the Internet to send text messages, photos, and video images to other group users either by iPhone or smartphones or tablets. 7.5.4 Facebook and WhatsApp Facebook is a social media tool used to keep in touch with friends, post photos, share links and exchange other information. Facebook users invite friends or family to their page. This is a web page with personal information in the form of a photo album that allows registered users to create personal profiles, upload photos and videos, send messages and keep in touch with friends, family and colleagues. Currently EMS teachers are using Facebook as an effective teaching tool for teaching EMS in the classroom. If you decide to use Facebook as a social media tool in teaching EMS, you may ask the following questions: ‘What are the steps to start a Facebook page for my class?’ ‘What are the educational values for using Facebook?’ First, it is easy to register a Facebook account. After you have registered a Facebook account (username and password), you log in to the account for your class. It is simple to upload documents, post pictures and other information for learners to read, to reflect and upload information to the Facebook page. Invite all the EMS learners to log in to the account. For example, the EMS teacher and Grade 8 learners can start a research project on the national budget speech by the Minister of Finance. Learners can do Internet  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 167 searches of speeches by the Minister of Finance, newspaper articles, and other related information about the national budget. After compiling the information, the class displays, discusses and shares information with rest of the class. The EMS teacher can plan and develop interactions in an online discussion forum on inflation targets. Learners can write essays on the topic for the school newspaper. Introduce a weekly discussion forum on the topic during class time. Second, there are several educational benefits to using Facebook in the classroom. The following are just a few of those benefits: Building strong classroom relationships: Facebook has educational value when there is a strong tie amongst classmates. Interacting with other users: When classmate relations are strong, peer discussion of educational matters is ranked fourth out of seven motives for using Facebook, ahead of virtual community, companionship, and coolness. Discussing and asking course-related problems and questions with peers: Facebook users can share ideas, information and other related materials. Fellow classmates can ask questions on posted information (Jong, Lai, Hsia, Lin & Liao, 2014:208). With reference to WhatsApp, this Web 2.0 technology is used by most teachers as a social networking tool, but to a lesser extent for educational purposes. It is important that teachers explore WhatsApp as an e-tool for teaching and learning in the classroom. Advantages/benefits of using WhatsApp: It is a free service but needs to be renewed yearly with a small connection fee. It is very easy to use and to send text messages. A variety of text messages such as pictures, videos and audio media messages can be sent and received. It increases students’ engagement through more use of mobile technologies. Instant text messaging makes learning easy and increases the sharing of information It supports problem solving and resolves learning difficulties related to the learning process. It creates platforms for social connections and interactions in the classroom and beyond by improving communication amongst students. It impacts on student collaboration through social networking. Disadvantages of WhatsApp: Only specific smartphones can upload the app application, which will exclude other users who do not have WhatsApp on their phones. Low or non-access to the Internet could hinder the sending and receiving of messages. 168 Teaching Economic and Management Sciences Payment of a yearly renewal fee for using the WhatsApp platform could impact on teaching and learning. Your profile picture is visible to every person having your contact number and using WhatsApp, whether known by you or not. Ethical issues A word of caution. Be very careful when introducing Facebook and WhatsApp as a social media tool in your daily lesson planning. Use this social media tool for educational purpose only and not for harm as group activity. No personal or confidential information is allowed. We will now discuss how to implement MOOCs as educational courses that add value to teaching EMS. 7.5.5 Mass open online courses (MOOCs) MOOCs are courses on the Internet, designed for those who want to further their studies. MOOCs are for people who want to learn in their own time and place to complete a qualification. There are courses, which are specifically designed for Economics, and are either free or cheap, designed as short online courses for people who want to study further. EdX is an example of a site for MOOCs which are available to anyone wanting to take online courses and study at their own pace. Stop and reflect Before you study the benefits and disadvantages of MOOCs, use the link to read a course designed by EdX. If you are keen to study, a course, The Art of Teaching is available from 3 April 2015. at https://www.edx.org/course. There are educational benefits for using MOOCs in teaching EMS, for example: Active participation: Students are involved and engaged in their own learning objectives. According to Trowler and Trowler (2010:7–9), student engagement is: ‘the investment of time, effort, and other relevant resources by both students and their institutions and intended to optimize the student experience and enhance the learning outcomes and development of students, and the performance and reputation of the institution’. Lifelong Learning Experiences: MOOCs support lifelong learning skills and support learners’ desires by following and paying attention to what they want to accomplish by the end of the learning process. Learning anytime, anyplace and anywhere: MOOCs allow people to study at their own time, at their own place and anywhere in the world.  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 169 Let’s look at the disadvantages of using MOOCs in teaching EMS: Cost implications for individual learning: The delivery system of MOOCs attracts many students globally. MOOCs may not support or accommodate different learning styles. They are pre-packaged for a specific audience and may not be suitable for learners with special needs. Sometimes learners are not motivated or actively engaged and show little interest in learning when using MOOCs. Another challenge is accommodating the different learning styles of digital natives. Developing courses to suit the needs of the students has serious cost implications. Quality assured student work: It remains a huge challenge for the designers of MOOCs to ensure quality academic performance by students. Assessing the authenticity of student work as submitted online is a challenge to many institutions. Another drawback is cheating. There are currently several methods of detecting plagiarism and validating whether a student has submitted original work. Cost implications: Those universities and companies who design and develop MOOCs must budget carefully for the cost implications of developing and implementing of MOOCs. There are serious costs regarding legal copyrights and licensing. Ethical issues If you start planning to use MOOCs in your daily lesson planning, first evaluate the content for the level of your class. Further read the licence agreement for the usage of MOOCs. Use the MOOC for educational purpose only and not for profit gain or to harm learners or offend learners in your class. Sensitive material that may offend others must be restricted. No personal or confidential information is allowed. Let us now draw our attention to OERs as educational resources in teaching EMS. 7.5.6 Open educational resources (OERs) OERs are any type of educational materials that are in the public domain or introduced with an open licence. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation. In other words, you can use, reuse or adapt these resources to suit your lesson for purpose. They are available and free to be used for the purpose of teaching, learning, or research, but not for business to make a profit. If you use them , you usually need to credit the source. There are OERs that are specifically designed for EMS teachers. 170 Teaching Economic and Management Sciences Stop and reflect If you are keen to study, read Teaching Online: Reflections on Practice at http://www.mooc-list.com/course/ teaching-online-reflections-practice-canvasnet. There are educational benefits for using OERs in teaching EMS: Pass on low-cost courses to all learners: Learners who cannot afford to study can make use of OERs. This reduces the cost of buying academic materials and books. To study is an expensive exercise for most learners and they struggle to make ends meet to complete their studies. OERs provide the opportunities for those who cannot afford to study full time at a university. OERs are cost effectively packaged to suit the needs of learners. Quality study materials and access to sustainable study choices: Currently there are hundreds of free online courses from leading universities that are open to the public. Most of the materials developed are of high quality, for example, EMS teachers can go to YouTube for a recorded version of the budget speech by the Minister of Finance. Preparing and sharing course materials: Course designers prepare and share materials to provide learning opportunities that accommodate learners. Quality and standard of learning materials: All OERs go through quality assurance tests to ensure specific standards for the course materials. Share best practices: In the process of developing OERs, course designers standardise materials and share best practices globally. Ethical issues A word of caution. If you start planning to use OERs in your daily lesson planning, first evaluate the content for the level of your class. Further read the licence agreement for the usage of OERs. Use OERs for educational purpose only and not for profit gain or to harm and offend learners with the content. Sensitive material that may offend others must be restricted. No personal or confidential information is allowed. Before you continue with the next section, reflect on the text in the box below. Stop and reflect Study the role of the EMS teacher as discussed in the previous section of this chapter. What are your views on the role of the EMS teacher regarding new mobile technologies (Web 2.0) such as mass open online courses (MOOCs) and open educational resources (OERs) in teaching and learning?  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 171 In the next section, we will focus on podcasts as an important social media tool. 7.5.7 Podcasts Podcasts are an online radio or pre-recorded section on a topic that Think and Link is streamed either online or by Wi-Fi allowing you to listen to it in Section 6.8.2 real time either on your iPhone or computer, or on YouTube. Below is an Internet link, to podcasting. Log onto it and listen to what a podcast is and how it functions: iPodagogy Vodcast #1 – What is podcasting and how does it work? https://www.youtube.com/ watch?v=gXfpKJKXKms. After listening to the YouTube podcast in the above link, you can design your own podcast for your class (see iTunes as well as Radiowaves.co.uk as podcasts exemplars). There are many Podcast service providers on the Internet. In Section 7.5.1 you decided to try out an EMS blog. There are podcast exemplars that the EMS teacher can explore to enhance teaching and learning in the classroom. There is a website, PodcatcherMatrix.org (Poore, 2013:19) that provides some useful podcasts that will help you to set up your own podcast. There are a number of popular sites such as iTunes, Podbean.com, Juice Receiver that download the most recent media releases from the Internet. Podcasts are excellent tools to support your learners in the EMS classroom. To develop a podcast, you will need the following: Recording equipment: Smartphones, digital voice recorder or laptop or tablet. Microphones: Most iPhones or smartphones and laptops are equipped with built-in microphones, or you can buy them separately for audio recordings. Headphones: These are used for listening and editing podcasts. Editing software: Most editing programmes can be found on your computer, for example, Adobe Reader. Hosting place for the podcast: You can use your classroom for recording any suitable web site such as your blog or wiki to host the podcasting. Safeguarding of information: After you completed your recording of the podcast, you must safely store all information for later use. Ethical issues Use this social media tool for educational purpose only and not for harm as a group activity. Restrict your learners to a specific type of information to post on the class podcast. Sensitive material that may offend others must be restricted. No personal or confidential information is allowed. 172 Teaching Economic and Management Sciences Stop and reflect Go to Google.com and search for Radio WillowWeb. This is a useful web site developed by teachers from Willowdale Elementary School. Another excellent site is Radiowaves.co.uk, which hosts several school podcasts. Activity 7.4 Explore the PodcatcherMatrix.org as a site for your class. John, a Grade 8 EMS class teacher in Mpumalanga, decided to explore this site for his class to make a podcast on a specific topic. He gave an assignment on poverty in rural areas to his class. He divided his class into small groups of five learners and each group was tasked with producing a 30 minute podcast. In the class, the groups brainstormed how to make the podcast. Then they planned how they would research the topic, conduct interviews, write the script, edit the podcast and who would be responsible for submitting the project to the rest of the class. 7.6 Educational games for the classroom In EMS we define educational games as an active and participatory teaching and learning tool. Educational games and simulations are not new to teaching and learning. The formation and expansion of ICT changes how these games and simulations are used in planning effective lessons. Computer games, mobile devices (DVDs and CDs) and simulations can be used as additional aids to learning. Most Web 2.0 educational games have goals, rules and learning opportunities. We suggest that you formulate a purpose before you decide on using educational games and simulations as part of your class. Games and simulations must therefore challenge learners intellectually and emotionally in order to serve a purpose. Some simulations are intended to be more open-ended in nature and promote interaction and sharing of ideas. If EMS simulations are well planned, learners in the classroom can explore and share their learning in an interactive way. Both educational games and simulations allow learners to compete against each other and enable them to be effective learners. There are both benefits and drawbacks to using educational games and simulations in the classroom. The benefits of these interactive tools are: Problem solving: Educational games challenge and provide learning opportunities Practice: Playing educational games and simulations enhances comprehension of real-life situations and promotes effective communication skills  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 173 Students are motivated to participate in classroom activities; educational games and simulations encourage learners to engage in collaborative learning Accommodate diverse learning: Different and diverse learning styles are accommodated through educational games and simulations Provide solutions to alternatives: Games and simulations create different ways to learning in the classroom. The drawbacks of educational games and simulations as interactive tools are: Playing games can be addictive for some learners Exposes learners to violent and aggressive attitudes It can create frustrations if it is purpose-driven for the lesson. 7.7 Mobile learning Alexander (2004:29) defines mobile learning as learning across multiple contexts, through social and content interactions, using personal electronic devices. The author goes further, saying that mobile phones can be used to communicate, facilitate, support, enhance and extend the reach of teaching and learning. The use of educational games and mobile learning in the class has several advantages such as flexibility, accessibility and personalised learning. Teachers can use these activities to create enjoyment in the subject as well as opportunities for learning. The games also build the learner’s sense of individual accountability. Educational games and mobile learning motivate students to learn through participation in collaborative learning environments. It further forces the learner to take responsibility for his/her learning by actively engaging in the learning process. Ethical issues A word of caution. Be very careful when introducing educational games, smartphones or cell phones as a social media tool in your daily lesson planning. First get consent from your principal or school governing body or study the school policies regarding the usage of mobile or cell phones. Use this social media tool for educational purpose only and not for harm as group activity. Restrict your learners to specific types of information posted on the smartphone or cellphone as a group activity. No personal or confidential information is allowed. Conclusion This chapter aimed to empower and equip you with ICT knowledge, in particular social media, to help you make an informed decision regarding the educational value of using social media in your classroom. In Section 7.2, we introduced you to the concept of ICT and why teachers should support the use of ICT in teaching EMS. 174 Teaching Economic and Management Sciences The role of the EMS teacher and the use of Web 2.0 technologies in the classroom was discussed (Sections 7.3 and 7.4). You were exposed to social media as a valuable educational Web 2.0 technology tool, in particular blogs, wikis, Twitter, Facebook, open educational resources (OERs), mass open online courses (MOOCs), educational games, mobile learning devices and various software programmes for planning good lessons (Sections 7.5, 7.6 and 7.7). After evaluating the educational possibilities for using ICT in the EMS classroom, it is evident that ICT competent teachers can be the catalyst in developing 21st century thinkers that: Engage in problem-solving issues such as poverty, youth unemployment, and crime Think creatively and critically regarding the challenges facing humanity, both locally and globally Collaborate with others for a common purpose Reflect on own learning Assess, argue and evaluate information for decision-making Are open minded Make real world choices and decisions. Finally, we concluded that EMS teachers must implement ICT and Web 2.0 technologies in their classrooms to empower their learners with problem solving, social networking, collaboration, negotiation and communicative skills. Key concepts Blog: software created for posting educational or business materials which allows users to download, read and respond to entries by other blog users on the Internet Chat rooms: a space on the Internet or learning management system or other computer networks where users can communicate, but which can restrict communication to a set topic Digital natives: students who were born into the mobile technology area and are called the M-Generation iPads: name for a tablet designed by Apple company which functions just like a personal computer and which can be operated by touching the application or icons without a keyboard iPods: small movable electronic tool for storing audio-visual data that can be played by the user later Learning management system (LMS): a software application for administration, storing, tracking down, delivering and retrieving documents and reporting of electronic educational online courses  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 175 Mass open online courses (MOOCs): online courses designed for people who want to participate and complete these online courses either by traditional residual contact or online distance learning Open educational resources (OERs): easily available resources suitable for teaching, learning, and assessing as well as for research purposes Podcasting: usually a pre-recorded topic that is streamed and listened to on the online radio in real time Social media: an electronic platform of Internet users whose purpose is to connect, create and share information with other users: Examples are blogs, wikis, Facebook, Twitter or any other platform Web 2.0: an online information and communication technology which emerged during the 1999s as mobile technologies such as blogs, wikis, Facebook, Twitter, WhatsApp, mass open online courses (MOOCs) and open educational resources (OERs) Wiki: a web page where people post, change, revise or comment on a topic of interest Questions 1. What is your understanding of ICT and Web 2.0 technologies in the EMS classroom? How can Web 2.0 tools such as blogs or wikis support low-performing EMS learners at your school? Provide arguments for this challenge. 2. Can social media as a technology tool make school pedagogy more effective and improve the ability of learners in EMS? Compare the similarities and differences between blogs and wikis as educational tools. Reflect on these issues. 3. With reference to the use of ICT and Web 2.0 tools (social media), for your class blog project or wiki project on a topic of the EMS subject, use the following questions to guide you in the design of the assessment rubric (see Chapter 8): What criteria will you use to assess the project? What about the appearance of the blog or wiki? What scale or performance indicators will you be using? As a guide to criteria for developing a blog or wiki assessment rubric you can use the following aspects: content, writing and communication, relevance of rich media, navigability. Present your rubric to your class group for comments. 4. You have been selected to make a class presentation to your colleagues on the use of ICT, including social media for the EMS classroom. What will be your main points of departure? What applied examples would you use to illustrate your ideas? How 176 Teaching Economic and Management Sciences would you prepare yourself to answer specific concerns and uncertainties that would inevitably arise? Write up your specific plan for this presentation. 5. Write a short essay (about 300 words) on the role of the EMS teacher in promoting ICT, in particular social media, in teaching and learning in the classroom. 6. Analyse what you see as the educational value and relevance of social media as a technology tool for teaching and learning. Write your analysis in the form of a report. References Alexander, B. (2004). Going Nomadic: Mobile learning in Higher Education. EDUCAUSE Review, September/October 2004: 29–35. Beyerbach, B., Walsh, C. & Vannatta, R. (2001). From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions Of Technology Infusion. Journal of Technology and Teacher Education, 9(1):105–127. Department of Education (DoE). (2003). White Paper on e-Education. Transforming Learning and Teaching through Information and Communication Technologies. Pretoria: Department of Education. Department of Education (DoE). (2007). Guidelines for Teacher Training and Professional Development in ICT. [Online]. Available at: http://www. thutong.doe.gov.za/resourcedownload.aspx?id=35998. [Accessed: 24 June 2015]. Elam, C., Stratton, T. & Gibson, D.D. (2007). Welcoming a New Generation to College: The Millennial Students. Journal of College Admission, 195:20–25. Glasgow, N.A. & Hicks, D.C. (2003). What Successful Teachers Do. Research-Based Classroom Strategies for New and Veteran Teachers. USA: Corwin Press. Goktas, Y., Yildirim, S. & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programmes. Journal of Educational Technology & Society, 12(1):193–204. [Online]. Available at: http://www.jstor.org/stable/ jeductechsoci.12.1.193. [Accessed: 12 March 2015]. Jong, B. , Lai, C. , Hsia, Y. , Lin, T. & Liao, Y. (2014). An Exploration of the Potential Educational Value of Facebook. Computers in Human Behavior, 32(3):201–210.  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 177 Mlitwa, N.B.W. & Nonyane, J.N. (2008). The Status Of ICT Access and Use in South African Schools: Comparing the Rural and Urban Schools in the Mpumalanga Province. [Online]. 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Fad or Future: The Advantages and Challenges of Massive Open Online Courses (MOOCs) Research to Practice. Conference in Adult and Higher Education, Lindenwood University, St. Charles, MO, September 20–21, 2013. [Online]. Available at: https://www.lindenwood.edu/r2p/docs/ ChenBarnettStephens.pdf. Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy Of Education. New York: Macmillan. Ellis, V. (2013). Learning and Teaching in Secondary Schools, 5th edition. UK: Sage. Ferdig, R.E. & Trammell, K.D. (2004). Content Delivery in the ‘Blogosphere’. Technological Horizons in Education Journal, 31(7):12–20. Glogoff, S. (2007). Do Blogs Help Students to Learn? Learning and Teaching in Higher Education, 2(8):1–77. [Online]. Available at : http://resources.glos.ac.uk/shareddata/dms/EA360D46BCD42A 0393D5D5E2FDCB3415.pdf. [Accessed: 12 March 2013]. Gronow, M. (2007). Directions for Catholic Education Leadership in the 21st Century. Australia: St Augustine’s College. Kanuka, H. & Anderson, T. (1998). On-Line Social Interchange, Discord, and Knowledge Construction. Journal of Distance Education, 13(1):57–74.  CHAPTER 7 Using social media as an information and communication technology tool in EMS classrooms 179 Kennewell, S., Parkinson, J. & Tanner, H. (2003). Learning to Teach ICT in the Secondary school. London: Routledge Falmer. Kuh, G.D., Kinzie, J., Cruce, T., Shoup, R. & Gonyea, R.M. (2007). Connecting The Dots:Multi-Faceted Analyses of the Relationship Between Student Engagement Results from the NSSE, and the Institutional Practices and Conditions That Foster Student Success. Bloomington, IN: Center for Postsecondary Research. Levin, B.B. & Schurm, L. (2009). Leading 21st Century Schools. Harnessing Technology for Engagement and Achievement. Corwin, USA: Sage. Manning, S. & Johnson, E.K. (2011). The Technology Toolbelt for Teaching. USA: Jossey-Bass. Moyle, K. (2010). Building Innovation: Learning with technologies. [Online]. Available at: http://research.acer.edu.au/aer/10. [Accessed: 12 December 2014]. Pratt, K. & Palloff, M.R. (2013). Lessons from the Virtual Classroom. The Realities of Online Teaching, 2nd edition. New York: Jossy-Bass. Prensky, M. (2001). Digital Natives. Digital Immigrants. On the Horizon, 9(5): [Online]. Available at: http://www.marcprensky. com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20 Immigrants%20-%20Part1.pdf. [Accessed: 12 December 2014]. Siemens, G. (2007). Networks, Ecologies and Curatorial teaching. [Online]. Available at: http://www.connectivism.ca/blog/2007/08/networks_ ecologies_and_curator.html. [Accessed: 10 March 2013]. Wehly, L. (2012). Crowdfunding im Journalismus: Potenziale und Perspektiven für Deutschland. Bachelorarbeit im Studiengang Medienwirtschaft und Journalismus, Jade Hochschule Wilhelmshaven, Wilhelmshave. View publication stats