Friday, October 2, 2015
Essential Question: How will data collection ‘look’ for me? What challenges am I anticipating?
Before I start collecting data I want to make sure all students understand how to use Twitter, and to go over the ground rules. Abe & Jordan (2013) suggest teaching students how to use social media to make its implementation more effective. My data collection will include the tweets sent with #nisbio. I will be focusing on 9 students who are in biology and physical science.
For the class I will use Twitter in, biology, I have given the students a list of what they can tweet about. They can either post what they learned, ask a question, post a resource (such as a video, article, picture, etc.), tell what they want to learn about next, or anything else related to class. I will separate tweets into 4 categories: learning, questions, resources, and a miscellaneous category for any other comments. The miscellaneous category may get thrown out later because I’m not quite up to full speed on Twitter yet, and I don’t know what other types of things my students could decide to post. If students post other types of useful things I will be inclined to include the data in my research. I plan to require students to post something before they leave class, maybe a sort of exit ticket.I will then give bonus points to students who comment on other students posts in a way that is meaningful to the class. I will also allow students to post throughout class as well, but they will only be required to post once each day. At least once a week I would like to include a wordle to further promote discussion, as suggested by Costa, Beham, Reinhard, and Sillaots (2008). I also hope to administer a survey asking students about how they feel about using Twitter in class. I would like to administer a pre and post survey to see if student perception of Twitter use in class changes.
In physical science I will be making notes about how many comments these 9 students make in class. I will eliminate all comments and tweets that are not related to class.
Then, I will tally up comments in the 4 categories, used for Twitter, for the 9 students I will be collecting data on. I will focus on one student each day, because this project will be four weeks, I should have 2 days of data for each student. If for any reason a student's data does not seem to match for the 2 days, I will either throw them out or try to collect more data if I can. I know I will probably not have the best data for this part, but I realize that I cannot collect data on all students everyday because it would take too much of my focus away from the class. At the conclusion of this 4 week period I would like to talk with each of the 9 students to see their thoughts on using Twitter.
The goal of all of this is that my students will learn how to post respectfully, and “deeply consider ideas in real time,” all in 140 characters or less. (Wynter, 2014) This is a skill that they will need in the future, as society becomes more digital. I also hope students will realize that what they post is global. They can reach people in all parts of the world.
Abe, P., & Jordan, N. (2013). Integrating Social Media Into the Classroom Curriculum. About Campus, 18(1), 16-20.
Costa, C., Beham, G., Reinhardt, W., & Sillaots, M. (2008, December). Microblogging in technology enhanced learning: A use-case inspection of PPE summer school 2008. In Proceedings of the 2nd SIRTEL’08 Workshop on Social Information Retrieval for Technology Enhanced Learning Maastricht, Netherlands.
Wynter, Amanda. "Bringing Twitter to the Classroom." The Atlantic. Atlantic Media Company, 15 Sept. 2014. Web. 2 Oct. 2015. <http://www.theatlantic.com/education/archive/2014/09/the-case-for-having-class-discussions-on-twitter/379777/>.