Within the 5th International Conference on Computer Supported Education - CSEDU 2013
SCOPE
A special interest group in this session are teachers and associated groups like students, children, parents, policy makers, researchers or the general public. Teachers are surrounded by a huge range of social media which is used by their students and it seems to be self-evident that teachers meet the new challenges in their everyday teaching performance. But on the other way around social media do not care about teachers’ needs. Social media technology in general is developed without asking for teachers needs and how teachers could be prepared for teaching in 21st century classes.
The special session is on needs analyses focusing on the human elements of a requirement analysis. Paper submissions on relevant topics and questions have to outline a clear methodology how the needs of teachers’ (and other target groups’) social media literacy have been derived.
The special session takes place in context of the European Life Long Learning project Media@Ware – Improvement of Media Literacy Education via Virtual Learning.
TOPICS OF INTEREST
Topics of interest include, but are not limited to:
• Social Media Applications and Literacy in context of 21st century skills
• Definitions of social media literacy in general and for teachers and students in particular
• Discussion on methods to gather teachers’ and students’ social media literacy needs
• Teachers’ social media literacy needs to support students critical thinking and reflection on the use of social media based information
• The need of teachers’ social media literacy to exchange information, material, experiences, contacts, etc.
• Benefits and drawbacks of social media for teachers (compared to other target groups)
• Teachers’ social media literacy needs compared to other target groups (students, children, parents, researchers, policy makers, general audience)
• Identification of target groups to be investigated to gather social media literacy needs
• Best practice examples on teachers’ peer-to-peer-learning activities by using social media
• Best practice examples on teachers’ social media use in their classes
• Best practice examples on teacher training courses how to make use of social media
• Case studies on teachers’ and students’ social media participation and contributions (e.g. Wikipedia, Facebook, YouTube, etc.)
• Gender-sensitive social media literacy case studies and needs analyses
• Informal and formal learning of social media literacy
• Personal differences and their impact on social media use on the student level
• Stages of social media literacy at schools, universities, for individual use and in jobs
• Comparison of social media literacy needs among different (EU and non-EU) countries