teaching educational leaders to be digital leaders
TRANSCRIPT
Dr. Peggy Delmas
Teaching Educational Leaders to be Digital Leaders
South Alabama Conference on Teaching & LearningMay 9-10, 2016
Digital Immigrants, Digital Natives – Prensky (2001)o If you’re young enough to have
grown up with digital technology then you’re a native to it
oWe don’t need to teach young people how to use digital technology – they will teach us
Visitors & Residents – JISC (2015)o Continuum of modes of
engagement w/digital technologyo Leaving a social trace or no social
trace online
Lenses for Examining
Digital Engagement
HED 501 “Digital
Leadership”
• Identify the categories of social media and classify the various types of social media.
• Explain effective application of social media to various functions of higher education.
• Demonstrate how social media can be used for professional development.
• Describe how social media can be used to support student development.
• Construct a career search using digital technologies
• Prepare and support a case for digital leadership in higher education.
objectives
fully online
cyber aggression using social media for social
change how social media can aid in
student identity development social media policy and crisis
communication competencies of a digital leader
Topics Explored
o Remain current on student and educator adoption patterns of new technologies and familiarize oneself with the purpose and functionality of those technologies.
o Demonstrate awareness of one’s digital identity and engage students in learning activities related to responsible digital communications and virtual community engagement as related to their digital reputation and identity.
o Appropriately utilize social media and other digital communication and collaboration tools to market and promote advising, programming, and other learning-focused interventions and to engage students in these activities.
o Incorporate commonly utilized technological tools and platforms including social medial and other digital communication and collaboration tools into one’s work.
o Engage in personal and professional digital learning communities and personal learning networks at the local, national, and/or global level.
o Demonstrate adaptability in the face of fast-paced technological change.
ACPA/NASPA Professional Technology Competencies: Foundational Outcomes
Objective: Define, identify and classify
social media
Blog platforms Blog search Collaboration Documents/content Fitness Forums Gaming Interest & curated networks Location Location based services Live casting/livestreams Micromedia Music Pictures Q&A sites Reputation Reviews/ratings Social bookmarks Social networks Social shopping/social commerce SMS/voice, instant messaging Twitter ecosystems Video Wikis
Forms of electronic communication (as websites for social networking and microblogging) through which users create online communities to share information, ideas, personal messages, and other content (as documents, videos); it is also the collective of online communication channels dedicated to community-based input, interaction, content-sharing, and collaboration.24 categories; 76 services
“Leaders do not have a choice in joining the online conversation and, more importantly, must take responsibility for the actions and education of future leaders.” – Dr. Josie Altquist
Objective: Demonstrate how social media can be used for professional development
“When every individual in an organization gets digital, the entire organization benefits. In higher education, being digitally capable has to be required. Most students are paying a lot of money for their higher education. They deserve a tremendous experience. It’s unacceptable for anyone who works in higher education to be anti-technology or digitally underdeveloped. Get digital or get out of the way.” – Eric Stoller
Technology Competency: Remain current on student and educator adoption patterns of new technologies and familiarize oneself with the purpose and functionality of those technologies
“Twitter has become my source for everyday news within higher education to keep me updated on the new and hot trends in academia. Once I find interesting topics about higher education while browsing through Twitter, I retweet with a quote to spread the knowledge and share the information with my classmates and other friends. Twitter has taught me that being involved with social media allows for diversity and multiple views.” – K
Technology Competency:
Incorporate commonly utilized technological tools
and platforms including social media and other
digital communication and collaboration tools into
one’s work.
Engage in personal and professional digital learning communities and personal
learning networks at the local, national, and/or
global level.
Appropriately utilize social media and other digital
communication and collaboration tools to market and promote
advising, programming, and other learning-focused
interventions and to engage students in these activities.
“As I transition into my first professional position, after graduation—I definitely see myself using sites such as Twitter and Instagram to inform students of institutional practices, in a fun way.” – A.
“When I attempt to categorize my web use, I find that it is difficult to separate my personal and institution use. I think this is in large part due to how much technology and web use has become integrated into the workplace. I find that although I may get onto the internet to accomplish a task for work, I may become engaged by someone from my personal life that briefly deters my attention. I think the most accurate way to view my internet use is on a sliding continuum that varies from day to day. “ - N.
I consider myself a digital resident, I leave a mark on the web daily through likes, posts, reposts, bookmarks and an array of other ways. I know that once it is on the web, there is no getting it back and you need to THINK before you post.” – M.
Technology Competency: Demonstrate awareness of
one’s digital identity and engage students in learning
activities related to responsible digital
communications and virtual community engagement as
related to their digital reputation and identity.
“I always knew what LinkedIn was, but I never created one prior to this assignment. I liked that through this assignment I could see different ways to present my profile, allowing me to add whatever information I desired to my page. Currently, with graduation in May I am undergoing the job selection process, so I used LinkedIn to type in different jobs I was interested in and view pages of individuals that already have those jobs. I actually learned a lot! I am excited to sit down with this and keep creating my LinkedIn Network!” – A.
Objective: Construct a
career search using digital
technologies
“This assignment did several things for me. The first being, it taught me that I actually had two profiles floating around out there. One that was very well updated and one that was very underdeveloped, I have rid the world of the underdeveloped profile now! After taking care of one profile, I began to pore over the other one to see what I could do to make it that much better.” – M.
Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press.
RESOURCES
Pacansky-Brock, M. (2012). Best practices for teaching with emerging technologies. Routledge
Joosten, T. (2012). Social media for educators: Strategies and best practices. John Wiley & Sons.
Qualman, E. (2013). What happens in Vegas stays on YouTube. Equalman Studios.
ACPA/NASPA Professional Competencies http://www.myacpa.org/professional-competency-areas-student-affairs-practitioners
Ahlquist, J. http://www.josieahlquist.com/
JISC https://jisc.ac.uk/
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
Stoller, E. http://ericstoller.com/blog/
Visitors & Residents: https://youtu.be/sPOG3iThmRI
References
251/380-2782
@PeggyDelmas
https://www.linkedin.com/in/delmaspeggy
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