This week in CEP811 I dove directly into the Scholarship of Teaching and Learning topic. As I approached this week’s lesson, I was exposed to new territory yet again. I was informed of several differences as well as relationships between the Scholarship of Teaching and Learning vs. Scholarly Teaching. Through the various information provided I was able to gather that the Scholarship of Teaching and Learning is the actual production of literature and resources backed by research and shared with the teaching community, while Scholarly Teaching is the consumption of knowledge based on informal experience, personal intuition, and/or credible research produced by others.
I look at the Scholarship of Teaching and Learning in much the same way that two top researchers on the topic, Eileen Bender and Donald Gray, do as well. It should be used as a consumer as well as a producer, much like an addition to my Professional Learning Network. Not only should I consume information as a scholarly teacher from the scholarship and its many resources, but I should also produce credible work to contribute to those around me too. Bender and Gray (1999) say it best:
“Everyone implicated in the scholarship of teaching meets everyone else in a series of ever-wider circles: students learning from each other in groups or teams in and outside a classroom; teachers learning from students; teachers talking to each other about teaching; teachers reading about how students learn and how other teachers teach; teachers eventually writing about teaching, participating in other ways in the professional conversation that is one of the signs and certifications of the scholarship of teaching.”
Once I conquered the understanding of SoTL, my task this week was continue to learn and research by finding researched based resources for my own professional contexts. This research will contribute to a more formal context of my Professional Learning Network. The annotated bibliography for the articles I’ve compiled is found below.
Vanwynsberghe, Hadewijch; and Verdegem, Pieter. “Integrating Social Media in Education.” CLCWeb: Comparative Literature and Culture 15.3 (2013): <http://dx.doi.org.proxy2.cl.msu.edu/10.7771/1481-4374.2247>
This article discusses a devised framework to integrate social media into the classroom. The authors discuss the importance of adapting a form of social media literacy and the importance of social media integration into the curriculum of our schools due to the advancement and availability of technology. The framework discusses creating, communication, and consequences associated with a curriculum centered around social media. It was interesting to see the support of social media integration for me as an innovation-driven educator due in part to teaching in an “old school” centered school that is evolving slowly to new thinking with technology.
Lin, M., Hoffman, E., & Borengasser, C. (2013). Is Social Media Too Social for Class? A Case Study of Twitter Use. Techtrends: Linking Research & Practice To Improve Learning, 57(2), 39-45.<http://p2047-ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.ebscohost.com.proxy2.cl.msu.edu/login.aspx?direct=true&db=ofs&AN=85400231&scope=site>
This article outlines a case study completed with undergraduate and graduate students and their use of Twitter throughout their coursework. The article not only includes research and results from the case study, but also recommendations for effective implementation. I found this very beneficial as I begin my quest to allow the implementation of Twitter in my classroom. The case study presents detailed research of use and exhibits new angles that I had not previously thought of when modeling safe use of social media in the classroom.
Anderson, S. (2011). The Twitter Toolbox for Educators. Teacher Librarian, 39(1), 27-30.<http://p2047-ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.ebscohost.com.proxy2.cl.msu.edu/login.aspx?direct=true&db=ofs&AN=525577594&scope=site>
The Twitter Toolbox for Educators is a very good resource for those using Twitter as part of their Professional Learning Network. The article gives tips and tricks, as well as a few resources to use with students. I found this beneficial because I know that once Twitter has been fully implemented into my classroom, I hope that other teachers will want to do the same. I wanted to save this as a resource to share with them and all of my followers in hopes of helping someone out with the same endeavor I am trying to achieve.
Lacina, J., & Griffith, R. (2012). Blogging as a Means of Crafting Writing. Reading Teacher, 66(4), 316-320.<http://p2047-ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.ebscohost.com.proxy2.cl.msu.edu/login.aspx?direct=true&db=ofs&AN=83711248&scope=site>
This article is all about using blogging as a way to build literacy and create a community centered around writing. The article takes an in depth look of a real-world teacher and her experience with blogging in her classroom. I especially enjoyed this article because it is very informative and it directly corresponds to how I am currently using and adjusting my methods for blogging in my Language Arts classroom.
COHEN, S. (2012). Apps Meet the Common Core State Standards in Writing. Teacher Librarian, 40(2), 32-39.<http://p2047-ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.ebscohost.com.proxy2.cl.msu.edu/login.aspx?direct=true&db=ofs&AN=84415740&scope=site>
This article takes a different approach to technology integration than the aforementioned articles. It deals more with educational apps and integrating them into lessons that align with the Common Core State Standards. This article was helpful to me because I am constantly looking for things to pass on to my students that will continue their learning outside my classroom or tools that may present information in a different way to a wide-range of learners. This article not only discusses the implementation and use of apps for writing, but also gives examples for use and apps to try out.
As I began this journey of researching different professional contexts of my liking, I started by making a list of topics that interested me. Once I did that, I came up with a list of questions to ask the MSU librarians. I contacted the MSU librarian via web chat with my questions on hand as well as my list of topics I wanted to research. She quickly responded with the Educational Guide link pointing me in the right direction. Prior to the help of the librarian online, the databases seemed so large and overwhelming to me. I was able to quickly and efficiently search and ask the librarian questions as I encountered problems. I feel much more at ease knowing that I have help 24/7 from a knowledgeable librarian online. This resource is priceless!
Bender, E and Gray, D. (1999). The Scholarship of Teaching. Research & Creative Activity, XXII(1). http://www.indians.edu~rcapub/v22nl/p03.html