Social networking tools and principles for teaching were discussed. Key points included: - Social networking sites allow users to create profiles, connect socially, and post public comments. This user-generated content has implications for education. - Web 2.0 technologies support collaborative and student-centered learning through tools that actively engage users in content construction. - Effective use of social networking in teaching follows pedagogical principles and includes induction, serious use of tools, and having backups for technology failures. - Common social networking tools discussed were blogs for reflection and interaction, wikis for collaboration, and podcasts for distributing authentic audio/video content.

1. SOCIAL NETWORKING TOOLS
PRINCIPLES & PRACTICE
Daniel Beck

2. Daniel Beck
a.k.a. “GTB”

3. Toyo Gakuen University, Chiba

4. Kanda Institute of Foreign Languages

8. listening to music
watching video

9. email
communicating with students and faculty
short writing assignments
from computer or cell (find English mistakes and send them)

13. Roger Palmer

14. How should we evaluate?

15. Brown, H. D. (2007). Teaching by
principles – third edition. White Plains:
Pearson

16. TEACHING BY
PRINCIPLES
BROWN (2007, CH. 4)

17. PRINCIPLE CATEGORIES
• Cognitive Principles
• Socioaffective Principles
• Linguistic Principles

18. 6 COGNITIVE PRINCIPLES

19. AUTOMATICITY
Related to fluency. “Efficient second language learning involves a
timely movement of the control of a few language forms into the
automatic, fluent processing of a relatively unlimited number of
language forms. Overanalyzing language and thinking too much about
forms, and consciously lingering on rules of language all tend to
impede this graduation to automaticity.”

20. MEANINGFUL LEARNING
“The process of making meaningful associations between existing
knowledge/experience and new material will lead toward better long-
term retention than rote learning of material in isolated pieces.”

21. ANTICIPATION OF REWARD
Human beings are universally driven to act, or “behave,” by the
anticipation of some sort of reward—tangible or intangible, short-
term or long-term—that will ensue as a result of the behavior.

22. INTRINSIC
MOTIVATION
The most powerful rewards are those that are intrinsically motivated
within the learner. Because the behavior stems from needs, wants, or
desires within oneself, the behavior itself is self-rewarding; therefore,
no externally administered reward is necessary.

23. STRATEGIC INVESTMENT
Successful mastery of the second language will be due to a large
extent to a learner’s own personal “investment” of time, effort, and
attention to the second language in the form of an individualized
battery of strategies for comprehending and producing the language.

24. AUTONOMY
Successful mastery of a foreign language will depend to a great extent
on learners’ autonomous ability both to take initiative in the classroom
and to continue their journey to success beyond the classroom and the
teacher.

25. 3 SOCIOAFFECTIVE PRINCIPLES

26. LANGUAGE EGO
As human beings learn to use a second language, they also develop a
new mode of thinking, feeling, and acting—a second identity. The new
“language ego,” intertwined with the second language, can easily
create within the learner a sense of fragility, a defensiveness, and a
raising of inhibitions.

27. WILLINGNESS TO
COMMUNICATE
Successful language learners generally believe in themselves and in
their capacity to accomplish communicative tasks, and are therefore
willing risk takers in their attempts to produce and to interpret
language that is a bit beyond their absolute certainty. Their willingness
to communicate results in the generation of both output (from the
learner) and input (to the learner).

28. LANGUAGE-CULTURE
CONNECTION
Whenever you teach a language, you also teach a complex system of
cultural customs, values, and ways of thinking, feeling, and acting.

29. LINGUISTIC PRINCIPLES

30. NATIVE LANGUAGE EFFECT
The native language of learners exerts a strong influence on the
acquisition of the target language system. While that native system will
exercise both facilitating and interfering effects on the production and
comprehension of the new language, the interfering effects are likely
to be the most salient.

31. INTERLANGUAGE
Second language learners tend to go through a systematic or quasi-
systematic developmental process as they progress to full competence
in the target language. Successful interlanguage development is
partially a result of utilizing feedback from others.

32. COMMUNICATIVE
COMPETENCE
Given that communicative competence is the goal of a language classroom, instruction
needs to point toward all its components: organizational, pragmatic, strategic, and
psychomotor. Communicative goals are best achieved by giving due attention to
language use and not just usage, to fluency and not just accuracy, to authentic
language and contexts, and to students’ eventual need to apply classroom learning to
previously unrehearsed contexts in the real world.

34. PRINCIPLES OF CALL
BROWN (2007, CH. 12)

35. Use technology to support the pedagogical goals of the class
Don’t use technology for technology’s sake.

36. Evaluate the appropriateness of software for your purpose.

37. Create a classroom environment in which CALL is affirmed by the
students.
Students should be able to “buy in”

38. Make the technology accessible to all learners.
Everyone should benefit.

39. Use technology effectively.
Students should learn language better or faster

40. Use technology efficiently. Save time. (ex Dictionary searches,
Wikipedia

41. Have a backup plan in case the technology fails.

43. BENEFITS OF CALL
BROWN (2007, CH. 12)

45. BENEFITS OF CALL
• opportunity to notice • private space for mistakes
• multimodal • distance feedback
• immediate, personalized • convenient for written
feedback practice
• individualization • collaboration
• self-pacing • variety of resources
opportunity to notice
multimodal
immediate, personalized feedback
individualization
self-pacing
private space for mistakes
distance feedback
convenient for written practice
collaboration
variety of resources

47. SOCIAL NETWORKING

48. Mason, R., & Rennie, F. (2008). E-
learning and social networking handbook.
New York: Routledge

49. Richardson, W. (2010). Blogs, wikis,
podcasts, and other powerful web tools
for classrooms, 3rd ed. Thousand Oaks:
Corwin Press

50. SOCIAL NETWORKING SITES HAVE …
• Profile
• Social Network
• Semi-persistent public comments
Boyd (2006)
profile - identifiable handle, information, photograph.

51. “ The essence of social
networking is that the users
generate the content. This has
potentially profound
”
implications for education.
– Mason & Rennie (2008)

52. 2.0

53. ED 2.0

54. TESOL 2.0

55. USER-GENERATED CONTENT
• Tools to actively engage in construction
• Content continually refreshed by users
• Tools support collaborative work
• Shared community spaces
not passive
not expert
team-work
motivation

56. THEORETICAL
CONSIDERATIONS
• Collaborative Learning
• Student-Centered Course Design
• Compatible with Constructivist Theory
• Connectivist Theory
• Learning Design
• Outcome-based Design
Constructivist - learning is an active process of constructing
knowledge. Instruction is a process that involves supporting that
construction rather than communicating knowledge.

58. PRINCIPLES OF
SOCIAL
NETWORKING IN
TEACHING
MASON & RENNIE (2008, PP. 49-51)

59. No panacea.

60. Pedagogy first

61. Initial Induction

62. need to be serious

64. What are the tools?

65. BLOGS

66. ADVANTAGES OF BLOGS
• Reflective
• Interactive (comments)
• Semi-permanent

70. USES OF BLOGS
• class • online readings • journals
information
management • resources • portfolio
• class assignment • links • feedback
management
• photos • showcase
• best practices
gallery • discussion • collaboration
topics
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for
classrooms, 3rd ed. Thousand Oaks: Corwin Press

71. Wikis
Wikis

72. wiki |ˈwikē|
noun
1 website that allows the easy creation and
editing of any number of interlinked web
pages via a web browser… . Wikis … are
often used to create collaborative websites,
to power community websites, for personal
note taking, in corporate intranets, and in
knowledge management systems.
and in enlightened TESOL classes

73. PODCASTS
Podcasts
Podcasts

74. podcasting |päd ˈkast ɪŋ|
noun
1 a distribution method for media-rich
content via the internet using “push”
technology to enable the user to subscribe
and automatically receive new content.

75. podcast |päd ˈkast|
noun
1 media that is distributed via podcasting.

76. distribution method

77. audio
a distribution method for media-rich content (eg. audio, video, etc…)
via the internet using syndication technology to enable the user to
subscribe and automatically receive new content.
bob and rob show

78. video
a distribution method for media-rich content (eg. audio, video, etc…)
via the internet using syndication technology to enable the user to
subscribe and automatically receive new content.

79. photographs /
images
a distribution method for media-rich content (eg. audio, video, etc…)
via the internet using syndication technology to enable the user to
subscribe and automatically receive new content.

80. Files
a distribution method for media-rich content (eg. audio, video, etc…)
via the internet using syndication technology to enable the user to
subscribe and automatically receive new content.

81. push technology

82. a distribution method for media-rich content (eg. audio, video, etc…)
via the internet using syndication technology to enable the user to
subscribe and automatically receive new content.

84. ADVANTAGES OF PODCASTS
• Free
• Authentic language use
• Automated process

85. SOCIAL NETWORKING

86. Facebook
Public Networks (region, workplace, school, etc…)
Personal Networks(family, friends, colleagues, classmates)
Groups
Photos / Videos
Discourse (Message, IM, Wall, Tagging)

87. MICROBLOGGING

88. • Twitter
twitter.com
Twitter → Buzz

89. Twitter.com

90. #hashtags

91. google.com/buzz

92. SOCIAL BOOKMARKING

93. social bookmarking
|ˈsō sh əl • ˈboŏkˌmärk ɪŋ|
noun
1 a method for Internet users to store,
organize, search, and manage bookmarks of
web pages on the Internet with the help of
metadata.

94. delicious.com

95. diigo.com

96. PHOTO SHARING

97. Flickr.com

98. VIDEO SHARING

99. YouTube.com

100. RSS FEEDS

101. RSS (Real Simple Syndication)
noun
1 a distribution method for media-rich
content via the internet using “push”
technology to enable the user to subscribe
and automatically receive new content.

102. push technology

103. a distribution method for media-rich content (eg. audio, video, etc…)
via the internet using syndication technology to enable the user to
subscribe and automatically receive new content.

104. Google Reader

105. Other
Web
Tools

106. E-PORTFOLIOS

107. SECOND LIFE

108. SCREENCASTS

109. ONLINE FORUMS

110. E-BOOKS

111. IM

112. SKYPE (VOIP)

113. GAMES

114. MASHUPS

115. MOBILE LEARNING

117. “ It is the powerful ideas
behind the tools and
services that have so much
”
potential for education
– Mason & Rennie (2008)
Web 2.0 is actually more than a set of tools and services. It is the
powerful ideas behind the tools and services that have so much
potential for education: the reality of user-generated content, the
network effects of mass participation, and the openness and low
threshold for easy access.

119. Thank you!