Social Media and Google Apps for Learning in Higher Education

ocial media
to facilitate (or not) change of first year
undergrads beliefs about coaching youth sport
Budapest, September 2015#ECER2015 #N18Sportpedagogy
oogle apps&

Dr Antonio Calderón Dr Diana Amado
http://international.ucam.edu/
http://www.ucam.edu/

to be absolutely sure that we
accept only what is genuinely
certain, we must first to
deliberate renounce all
of the firmly held but
questionable beliefs we have
previously acquired by
experience and education
[Descartes, 1637]

beliefs are important because
they determine how an
individual will interpret what
is learning
[Siedentop & Tannehill, 2000]

Pre-service teachers typically do
not change their beliefs about
teaching and learning during
teacher education unless they are
confronted with, and challenged
about their held beliefs through
powerful and meaningful
experiences
[Tannehill & MacPhail, 2012]

prior knowledge and beliefs
can constraint understanding and
adopting new approaches
[Rovegno, 1993]

a living the curriculum
approach is recommended to be used
to integrate pedagogical models
into a PETE programme
[Deenihan, MacPhail, & Young 2011]
It is possible to challenge students’ beliefs by:

significant challenges to integrate
a game-centred approach into the
preservice practice due to their own
fragile conceptual
understanding and pedagogical
expertise
[Harvey, Cushion, & Sammon, 2015]

teaching metaphors
provides also a way for help
preservice teachers in
recognising (and change) their
pre-existing beliefs about
teaching and learning
[Tannehill & MacPhail, 2012]

social media is also presented
as a ‘new’ method that supports
pedagogical change
[Goodyear, Casey,
& Kirk, 2014]

pedagogically sound uses of
emerging technologies leverage the
broader context of existing practices
(cultural-historical context) to
design learning activities that
transform both the teaching and
learning practices
[Ng’ambi, 2013]

so issues in technology and
integration are important and
crucial to teacher education
and effective teaching
[Teo, 2015]

Six objectives for
technology infusion into
teacher education
1) access 2) equipment 3) encourage
4) training 5) mentoring 6) support
[Topp, Mortenson, & Grandgenett, 1996]

All full time faculty use the
email as a part of their
academic routine
1after a year intervention

A significant number use
presentation software as
Persuasion or Harvard
Graphics to deliver class
presentation
2

Faculty are modeling teaching
styles that use educational
technology and are requiring
students to demonstrate teaching
with technology in courses
3

Students, in general, show positive
attitudes and beliefs about social
media uses in education
[Mao, 2014]
1

students expect to use social media
for leisure and social connection
rather than naturally considering
them as learning tools
[Mao, 2014]
2

To use social media as effective
learning tools and to adjust
students’ prior affordances with
these tools, requires complicated
efforts in designing, scaffolding, and
interacting with students during the
process
[Mao, 2014]
3

For the ‘iGeneration’ the
smartphones, the Internet, and every
technological are not tools at all,
they simply are
[Rosen, 2012]

perceived
usefulness and
attitude toward
computer use
were significant
determinants of
the intention
to use by
university
students
[Teo & Zhou, 2014]

students appear to enjoy online
social networking use, resulting in
the creation of a more interactive
and appealing learning environment,
hence, increasing their learning
motivation
[Lu & Churchill, 2014]
1

in the social networking
environment students appeared to
enhance social engagement, but a
high level of cognitive
engagement was not demonstrated
[Lu & Churchill, 2014]
2

it is important for educators to
critically evaluate the adoption
of social media in education rather
than being driven by the latest
craze in the technology market
[Mao, 2014]

teachers’ beliefs about the nature
of knowledge and learning and
beliefs about effective ways of
teaching were related to their
technology integration
practices
[ChanMin Kim et al, 2013]

the use of
Twitter
significantly
improved
undergraduate
students’
engagement and
semester grade
point
averages
[Mao, 2014]
1
[Junco, Elavsky, & Heiberger, 2012]

If integrating
Twitter in
their courses,
faculty should
require and
structure
its use along
educationally
relevant
criteria
[Mao, 2014] [Junco, Elavsky, & Heiberger, 2012]
2

To achieve the
most effective
results, faculty
should have a
theoretically
driven
pedagogical
basis for
incorporating
Twitter
[Mao, 2014]
3

Faculty
should
actively
engage with
students on
the platform
to obtain
maximum
benefits
[Mao, 2014]
4

More research is needed to
identify effective approaches
of microblogging integration in
education
[Gao, Luo, & Zhang, 2012]
and social technology
but

to examine the effect of using
Twitter and some Google Apps, to
facilitate (or not) change of first
year undergrads beliefs about
coaching youth sport

Two intact
CLASESS n = 71
am I already in
first year college?
I don’t use
the phone as
a phone’!
I ‘m 18
years old?
I belong to the
iGeneration!
I send over 3000
text messages
every month

My digital
identity is on:
Believe in a
pedagogical tech
integration for
learning
Feel
competence
to do so
Strong believe in
the power of my
PLN
Huge advocate of
social media for
education
12 years
teaching higher
education
Last three
integrating
social media
Two
TEACHERS n = 2
Level of use=3-4A. Scale: 0-6
(ChanMin Kim, 2013)
[Junco et al., 2012]

My digital
identity is on:
Believe in a
pedagogical tech
integration for
learning
Beginner advocate
of social media for
education
I feel poor
competence to
do so
2 years teaching
higher education
Last year
integrating
social media
[Junco et al., 2012]
Level of use=1, Scale: 0-6
(ChanMin Kim, 2013)
Believe in the
power of my PLN

Youth Sport
Fundamentos de la Iniciación Deportiva
1 2 3 4
unit unit unit unit
Sampling vs
Specializing
Traditional vs
Innovative
4,5 ECTS

3.3
Part
THREE The structure
Instructional design

3h
Lectures
1h
Practice
+
Youth Sport

Youth Sport
The social media week:
1) Tweet of the week
2) Paper of the week
3) Twitinterview of the week
4) Live class twitter chat
5) Tweets to provoke
reflection and start dialogs
The social media week:
1) Tweet practice photos
2) Reflective tweets
3) Youtube team reflection
4) Freedom to tweet
5) Freedom to engage in
dialogs
Week
#fid1415

Youth Sport
UnitFundamentos de la Iniciación Deportiva

Youth Sport
Unit
Highlights
#fid1415

Youth Sport
1 2 3 4
unit unit unit unit
Live class twitter chat: #fid1415
UnitFundamentos de la Iniciación Deportiva

Youth Sport COURSEFundamentos de la Iniciación Deportiva

3.4
Part
THREE Data collection

Youth Sport
UNIT
Interviews
n =10

Google Drive analysis (charts,
descriptives tables, spread sheets,
etc.)

4
Part
FOUR RESULTS AND
DISCUSSION

(Cotê et al., 2009; Bridge & Toms, 2013)
Sampling vs Specializing
Pre-intervention (n= 43)
Post-intervention (n= 63)
Youth sport approach
Specializing approach
Multi-sport approach

(Cotê et al., 2009; Bridge & Toms, 2013)
Sampling vs Specializing Youth sport approach
Some students change their
belief about the youth sport
approach after the intervention
and understand the benefits of
sampling and multi-sport
involvement of youngs
(Tannehill & MacPhail, 2012)
The ones that were fully engage in the week but also in the unit
and the course social tasks. (ie. Google Hangouts)

Traditional vs Innovative
Post-intervention (n=57)
Coaching approach
Traditional approach
Strong belief

Traditional vs Innovative Coaching approach
Most students do not change
their belief about coaching
approach after the intervention
(and ‘lived the curriculum’). Strong
effects of their own participation
in traditional coaching contexts
(Harvey et al., 2015)
Supported too by the first year undergrads’ own fragile
conceptual understandings and pedagogical expertise in
innovative approaches. More time is needed..
(Deenihan et al., 2011)

Twitter and Google Apps
Social media for Learning
Eclectics or skeptics?
Strong belief but…

Twitter and Google Apps Social media for Learning
(Mao, 2014)
Some students change their
initial belief about social media
for learning, but many others
remained skeptics
Dialogs and tweets ocurring in ‘class live chats’ and others tasks
were difficult to sustain over a relatively long time-span..
Students felt like some kind of embarrasment about tweeting
‘serious’. ‘I’m gonna lose followers…”
(Lu & Churchill, 2014)

Twitter and Google Apps Social media for Learning
It was difficult for them to
separate the personal and
#fid1415 concerns, so they just
stay passive and did not engage
in the conversations
(Mao, 2014)
Little retweets, more favorites, and always same students. It
seems that the class leaders and other students’ personality
dominate (or not) the twitter context.
(Hamid et al., 2015)

Learning insights
Student learning

Learning insights Student learning
The intervention enhanced more
(but a little) social
engagement and low level of
cognitive engagement. However
students’ learning insights were
positive
(Lu & Churchill, 2014)
‘I think i know now much more from youth sport than before’

What we learn about Social media and tecnology
integration in first year
undergrads courses
1) Faculty should actively engage with students on
twitter and google apps to obtain maximum
engagement (possible high work load)

undergrads courses
2) Faculty should consider students voices in
designing learning and making decisions regarding
technology integration in higher education settings

undergrads courses
3) Twitter-based interventions and some Google
Apps integration, seems to be a good way to change
some of the beliefs of first year undergrads about
coaching youth sport

Prospective Social media and technology
undergrads courses
1) To look at the ‘teacher as an activator’ to know a
‘narrow perspective on teacher in action’ in this
context (Goodyear & Dudley, 2015)

undergrads courses
2) To know the effect of the Twitter-based
intervention in older undergrads or grads students

undergrads courses
3) To look at different instructional designs and
structures

ChanMin, K., Min Kyu, K., Chiajung, L., Spector, M, & DeMeester, K. (2013).
Teacher beliefs and technology integration. Teaching and Teacher
Education, 29, 76-85.
Deeniham, J. T., MacPhail, A., Young, A. M. (2011). ‘Living the curriculum’
:Integrating sport education into a Physical Education Teacher Education
programme. European Physical Education Review, 17(1) 51–68.
Goodyear, V., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me:
using social media to facilitate pedagogical change within an emerging
community of practice. Sport, Education and Society, 19(7), 927-943.
Goodyear, V., & Dudley, D. (2015). “I’m a Facilitator of Learning!”
Understanding What Teachers and Students Do Within Student-
Centered Physical Education Models. Quest, 67, 274-289.
Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students'
perceptions of the benefits of online social networking use for teaching
and learning. Internet and Higher Education, 26, 1-9.
Articles

Harvey, S., Cushion, C., & Sammon, P. (2014). Dilemmas faced by pre-service
teachers when learning about and implementing a game-centred
approach. European Physical Education Review, 21(2), 238–256.
Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college
student engagement and gradesj. Journal of Computer Assisted
Learning, 27(2), 119-132.
Junco, R., Michael, C., & Heiberger, G. (2012). Putting twitter to the test:
Assessing outcomes for student collaboration, engagement and
success. British Journal of Educational Technology, 44(2), 273-287
Lu, J., & Churchill, D. (2014). The effect of social interaction on learning
engagement in a social networking environment. Interactive Learning
Environments, 22(4), 401-417.
Mao, J. (2014). Social media for learning: A mixed methods study on high
school students’ technology affordances and perspectives. Computer
in Human Behavior, 33, 213-223.

Ng’Ambi, D. (2013). Effective and ineffective uses of emerging technologies:
Towards a transformative pedagogical model. British Journal of
Educational Technology, 44(4), 661.
Rosen, L. (2012). iDisorder. Understanding our obsesions with technology
and overcoming its hold on us. New York: Palgrave Macmillan.
Tannehill, D., & MacPhail, A. (2012). What examining teaching metaphors
tells us about pre-service teachers‘ developing beliefs about teaching
and learning. Physical Education and Sport Pedagogy, 19(2), 149-163.
Teo, T., & Zhou, M. (2014). Explaining the intention to use technology
among university students: a structural equation modeling approach.
Journal of Computing in Higher Education, 26(2), 124-142.
Topp, N. W., Mortenson, R., & Grandgenett, N. (1996). Six Objectives for
Technology Infusion into Teacher Education: a model in action. Journal
of Information Technology for Teacher Education, 5(1-2), 57-69.

Images from:
1) Download for free from https://www.pexels.com/

Paper presented at:
European Conference on Educational Research (ECER)
Budapest, 10th September 2015. Network 18. Research on Sport Pedagogy
In the symposium:
Technology and social media in teacher education and
physical education
Chair: Antonio Calderón Discussant: Kathy Armour
Authors: Gunn Nyberg, Jane Meckbach, Vicky Goodyear, Ashley Casey, Melissa Parker,
Antonio Calderón, & Diana Amado

eel free to contact me
@acalderon_pe
acluquin@ucam.edu
:

Social Media and Google Apps for Learning in Higher Education

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