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Implementation Plan: Social Media Networks in Education 2011-2012 Submitted by Andrea Vasilopoulos Monday December 5, 2011 Table of Contents Summary Research and Social Media Cycle in Education………………………….…….……...2 Rationale………………………………………………………………………..……...3 Leadership and Design Roles and Responsibilities……………………………………………………….….....4 Accountability and the Change Process…………………………………………….….5 Implementation Stages Phases of Implementation…………………………………………………………..….7 Barriers…………………………………………………………………………………8

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Summary Ontario’s Ministry of Education has provided an annual grant for York Region District School Board to encourage the support of the initiative of social media networks in five chosen schools over the course of two years. This plan will provide the proposed leadership design and outline the roles and responsibilities of each prospective position. As part of the process, there will be expected timelines for each stage of implementation, each of which are to be outlined in this plan and factors to consider throughout each stage. The success of curriculum implementation will be evident if the plan has lead to improved student engagement and learning. This plan is intended to encourage all levels of engagement and provide the tools and resources necessary to effectively implement this initiative while incorporating valuable professional development prospects for the practitioners involved. This plan will provide the framework for implementing social media in the classroom, which will be made more feasible by the increased amount of technology available in schools. The presence social media has had in the lives of students has intensified and the advantages it has in education are abundant. The educational system is designed to accommodate the status quo and a change is needed where students are more able to direct their learning; with social media this is possible. Social media in elementary curriculum will lead to the acquisition of skills students need to succeed in the future and will allow more connectivity of curriculum topics. Figure 1: Social Media Cycle

Figure  1  addresses  the  cycle  in  which  social  media  in  education  will  progress.  Teachers,  students  and  schools  will  be  better  able  to  connect  through  social  media  networks  and  the  feeling  of  seclusion  will  be  lessened.  There  will  be  better  opportunities  to  interact  with  people  from  a  variety  of  backgrounds  and  hear  opinions  and  perspectives  different  from  those  in  any  given  classroom.  Social  media  allows  for  openings  to  have  discussions  and  connect  with  people  from  all  around  the  world,  which  helps  dissolve  barriers  between  differences  and  build  a  better  understanding  of  one  another.  Once  connections  are  built,  we  can  build  upon  our  students’  interests  by  directing  them  to  those  with  similar  passions  as  their  own  and  by  facilitating  these  networks,  the  possibilities  for  discussion  are  unlimited.  With  social  media  as  a  permanent  tool  in  the  classroom,  the  education  system  will  be  more  accessible  by  all  those  involved-­‐  the  administration,  the  community  and  families.  When  students  have  a  shared  responsibility  in  how  social  media  operates  in  their  classroom,  they  are  gaining  the  necessary  skills  by  using  these  tools  needed  for  a  changing  future.  There  are  a  variety  of  opportunities  presented  by  social  media  networks  in  which  students  are  able  to  develop  skills  such  as  having  a  positive  outlook  on  technological  procedures,  editing  and  personalizing  online  content,  being  cognitive  of  presentation  features  and  sharing  work  with  their  peers  in  various  formats  while  practicing  safe  and  secure  habits  while  using  this  technology.  (Courous,  2011).  

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Figure 2: Rationale of Social Media Networks in Education

(Kessler, 2010)

Social  Media  is  here  to  stay:  As  educators,  we  should  endeavour  to  have  our  classrooms  resemble  what  children  are  experiencing  outside  of  school    and  thus  we  want  to  move  with  the  children  as  opposed  to  against  them.  It  is  

the  goal  of  this  plan  to  get  children  to  use  social  media  

responsibly  so  that  it  enhances  their  learning    

When  children  are  involved  they  learn  better:    Students  will  be  

engaged  in  new  types  of  learning  and  when  they  are  challenged  they  are  more  empowered  to  perform  better.  Social  media  

allows  for  children  to    participate  in  innovative  styles  of  learning,  such  as  blogs  for  example  to  showcase  their  academic  work  

Social  media  networks  are  economically  suited  for  education:  Many  social  media  tools  have  the  advantage  of  

being  free  of  cost  to  join  and  participate  once  the  technology  is  provided.  There  are  many  educational  sites  where  safety  features  have  been  enforced  and  children  are  

not  subjected  to  any  inappropriate  material  

Education  will  move  beyond  the  classroom:  It  is  clear  that  children  are  online  for  longer  periods  of  time  and  with  their  involvement  in  educational  social  media  networks,  children  will  utilize  their  

time  online  for  a  more  academic  purpose    

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Leadership and Design Planning, guidance, implementation and reporting will be the responsibility of the following team of professionals:

Implementation plan director/facilitator Trial classroom teachers Technology support team

Figure 3: Roles and Responsibilities Role Responsibility Implementation plan director/facilitator

The plan director will be responsible primarily for the proficiency, implementation and assessment of the plan and for organizing professional development opportunities for trial teachers. The implementation director will pursue this position for the school year and his or her teaching position will be replaced until the implementation is complete. Trial teachers are to report to the director with challenges, successes and possible suggestions as to how to better implement social media in curriculum. The director will also work in conjunction with the technology support team to create innovative workshops for trial teachers to develop their skills and knowledge pertaining to both technology and social media networks.

Trial classroom teachers

Five classroom teachers will be appointed to have a trial of social media embedded in their curriculum throughout the school year. These teachers will be chosen from a variety of regions within the board to represent a variety of student demographics and have a more complete analysis on the effectiveness of the implementation. Teachers will participate in professional development workshops and activities provided by a technology support team and created in cooperation with the implementation plan director to gain the necessarily knowledge and skills to implement the plan. Professional development is intended to be an ongoing process that will take place throughout the school year as the plan is being implemented. Trial teachers will have the opportunity to convene as well as with the director and technology support team to discuss how the plan is progressing and what the next steps should be.

Technology support team

The technology support team will consist of a group of technology consultants within the board who are familiar with social media networks and they will provide subject area information, proficiency and experience. This support team will be available to the trial teachers during their professional development activities as well as to the director on a regular basis, as the director is the liaison between the trial teachers and the technology team. The technology team will participate in creating the workshops trial teachers are to complete

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and offer helpful integration techniques of social media in curriculum.

(Jenkins, Rutherford, 2010) The Change Cycle Each role is equally responsible for the successful implementation of the plan and there are necessary steps that are required in order to ensure accountability to the process and the acceptance of change. The roles outlined above are not independent of one another and all are encouraged to communicate with one another as well as with those that are not outlined above. Parents, community groups and school administration are all intended to gain from this plan and with constant and open communication change will be effective. Applying the Concerns-Based Adoption Model In order for all levels of participation to feel comfortable with the implementation, a means of sharing information is essential to ensure success. At each phase of implementation, the participants will more easily adopt a new attitude and understanding on the implementation stage and the phases of change are as follows: Figure 4: Change Process STAGE OF CONCERN

EXPRESSION OF CONCERN

6. Refocusing Participants will acquire new ideas and beliefs on how implementation would be improved. Thinking of next steps on where to take the innovation. Reflects a high interest and understanding of the change. This stage is the goal that is to be met when the implementation trial is complete.

5. Collaboration Participants will be asking themselves how they can actively collaborate with others with similar interests in the implementation. This stage reflects a shared understanding of the implementation among its participants and encourages teamwork. Collaboration is possible through social media networks, and these connections are to be utilized by both the teachers and students involved.

4. Consequence Trial teachers are aware of their personal use of social media networks in their classrooms and will analyze how their practice is affecting their students’ learning. This is where teachers will use the ongoing professional development opportunities to enrich their use of social media and improve their pedagogy.

3. Management Ideally, this stage is to be resolved before teachers implement an initiative in the classroom. Due to the ongoing nature of this plan however, teachers may experience uncertainty with their own skills with social media in curriculum and therefore dedicate much more time for planning lessons until social media becomes more of a pillar

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in their teaching style. 2. Personal Before the implementation is initiated, trial teachers may be asking

themselves how using technology and social media in their classrooms will affect them personally. Factors such as resistance, lack of convenience and anxiety of using a new tool may be present at this stage of implementation. Trial teachers are encouraged to communicate with the implementation plan director and technology support team, as well as with other trial teachers to discuss their reservations and move from how this plan will affect them personally to how this plan will affect the learning of their students.

1. Informational One of the initial stages of implementation, this phase will attract teachers and participants who are interested in learning more about the initiative. They will require information, research and background knowledge on the plan in order to develop a deeper commitment to the project. At the time of implementation, this stage is to be resolved as those immersed in the plan are expected to be beyond the informational stage and want to further this change.

0. Awareness This level may be present at all stages of the implementation, not by the participants directly involved, but more so on behalf of those on the periphery of involvement. The responsibility of the implementation team is to move those in schools and communities who are disinterested in this change toward understanding of its advantages in education.

(Loucks-Horsley, 1996)

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Implementation Stages The social media implementation is to progress over two years with a suggested five schools to trial the initiative each year. Those involved would be in the elementary system in the junior and intermediate grades and the recommended timeline of one full school year is intended to allow teachers sufficient time to develop their skills with the technology and social media networks as well as give their students time to adapt to the new teaching styles and gain skills on how to involve social media responsibly in their learning. Figure 5: Phases of Implementation  

               

     

Acquire  information  needed  for  implementation:  Who  is  willing  to  participate?  Is  there  a  need  for  technology?    Research  that  reUlects  position  on  plan  

Develop  a  shared  vision:  What  are  the  beneUits  of  social  media  in  the  classroom  and  how  can  this  information  be  consistent  among  the  variety  of  student  demographics  across  the  board  

Appoint  leadership  positions:  Refer  to  Figure  3  outlining  the  roles  and  responsibilities  of  each  level  of  participation.  

Appointment  of  positions  will  be  based  on  interest,  experience  and  school  situation  to  ensure  

equity  

Distrbute  resources:  Allocate  resources  necessary  for  each  classroom  involved  to  ensure  it  is  outUitted  with  required  

technology  and  allow  time  for  initial  professional  

development  activities  for  trial  teachers  to  famiiarize  

themselves  with  social  media  networks  

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Figure 6: Barriers to Consider

         

 The board is dedicated to inform all participants (both directly and indirectly involved) of the implementation and its proposed benefits for student learning. In regards to possible barriers that may be encountered at stages of implementation, the implementation team is determined to address all issues and attend to them appropriately.  

               

Parental  Consent:  The  trial  teacher  would  need  to  work  in  accordance  with  the  school’s  policy  on  social  

networking  in  class,  as  well  as  ensure  parents  approve  of  their  child's  presence  and  participation  on  a  social  media  network.  Gaining  the  support  of  parents  is  

necessary  due  to  the  effectiveness  of  the  project  being  diminished  if  a  high  number  of  students  do  not  

participate,  which  would  negatively  affect  the  potential  of  social  media    

Appropriateness:  Social  media  networks  in  the  classroom  will  not  necessarily  present  the  same  dangers  as  using  these  tools  for  reasons  outside  of  school.  Since  social  media  would  be  

used  in  a  controlled  environment,  the  students’  participation  would  be  monitored  and  there  would  still  be  accountability  in  what  

was  being  presented  online  

Social  Media  as  a  Distraction:  It  is  the  responsibility  of  the  teacher  to  educate  his  or  her  students  how  to  behave  with  social  media  networks  in  class.  It  is  

expected  to  take  time  for  students  to  understand  the  rules  on  how  social  media  is  to  be  used  effectively,  but  

once  taught,  they  would  be  equipped  with  the  understanding  on  what  was  expected  of  them  while  

online  

Internet  Connection  and  WiFi  in  Classrooms:  It  is  important  to  consider  internet  access  points  in  

schools  across  the  board,  as  connection  is  neccesary  in  order  for  social  media  networks  to  be  used.  The  board  is  dedicated  to  bringing  wireless  internet  to  all  classrooms  and  have  considered  parental  concerns  

regarding  the  possible  health  hazards.    

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Works Cited Couros, George. (2011). Why Social Media Can and Is Changing Education. In Connected Principles. Retrieved from http://www.connectedprincipals.com/archives/3024 Educational Benefits Of Social Networking Sites Uncovered. (2008). In ScienceDaily. Retrieved from http://www.sciencedaily.com/releases/2008/06/080620133907.htm Jenkins, Margaret & Rutherford, Jody. (2010). Implementation Plan 2010-2011. Retrieved from http://www.sapdc.ca/Documents/Implementation%20Plan%20update%20May.pdf Kessler, Sarah. (2010). The Case for Social Media in Schools. In Mashable Social Media. Retrieved from http://mashable.com/2010/09/29/social-media-in-school/ Loucks-Horsley, Susan. (1996). Professional Development for Science Education: A Critical and Immediate Challenge. National Standards & the Science Curriculum. Iowa: Kendall/Hunt Publishing Co