UMW's Annual Conference on Teaching and Learning Technologies
In this workshop, participants will be introduced to the basics of Twitter and see some practical examples of using Twitter as a microblogging platform and real-time information network useful for both teachers and students. We will take a look at different types of Twitter clients (web-based, desktop, mobile) and ways that Twitter can be integrated into other sites and services (personal web sites, blogs, Facebook, etc.). Participants will learn about Twitter grammars, various types of tweets (thin vs. thick content, retweets, retweets with comments, etc.), and third-party applications used to enhance and archive Twitter conversations and content. Finally, participants will learn how Twitter is currently used as a backchannel for lectures and conferences, and some common types of Twitter-based assignments in the classroom. At the end of the workshop, participants will brainstorm additional possibilities for Twitter use by themselves and their students.
Time and again we’ve been told that our students are digital natives–the most technologically savvy that have ever crossed the thresholds of our institutions, who are able to text, email, use Facebook, and play games on any and all devices and all at the same time–yet as our collective experience has likely shown, the concept
of the digital native is little more than a polite fiction.
In this talk, I will discuss the importance of understanding the social and cultural role of the information that surrounds us and our students and, to some extent, the usefulness of understanding the rhetoric of the underlying code that shapes these systems. As our students find themselves embedded in a society that is in no small part shaped by our information networks, it becomes necessary to investigate and interrogate how social and collaborative networking, information retrieval, content organization, and copyright issues pervade the lives of the modern student. As instructors who attempt to weave technology into our pedagogy, I discuss ways in which we can (and should) encourage and support student understanding of the function and limits of their own rhetorical choices within information production and retrieval.
Julie Meloni is a PhD candidate in the Department of English at Washington State University. Her specialties are American Literature 1800-1945, Textual Studies, and Humanities Computing, but her teaching and research interests range from Transcendentalism to Critical Code Studies.
Since 1994, Julie has worked in web application design and development; for the last ten years she has been the Technical Director of a small multimedia firm in the San Francisco Bay Area, where her responsibilities include enterprise web application planning and development, database design, system administration, user interface and experience consultation, and social media/social networking strategies. Also since 2000 she has authored more than fifteen editions of texts for Sams/Pearson, covering numerous topics in web application development and programming languages. Included in these texts is the best-selling Sams Teach Yourself PHP, MySQL, and Apache All-in-One, which has been translated into eight different languages, and her most recent publication in December 2009, Sams Teach Yourself HTML & CSS in 24 Hours.
In the late 1990s Julie was a contributing author for Wired/Lycos Webmonkey and CNET.com. She currently blogs at Academic Sandbox and ProfHacker.com, and can also be found on Twitter @jcmeloni.
After completion of her PhD requirements in April 2010, Julie will join the Electronic Textual Cultures Lab at the University of Victoria as the INKE postdoctoral fellow in Digital Humanities and Information Management.
Mike Caulfield has been working with educational technology since 1997. During the Rise of the Teaching Machines, he built award-winning teaching machines for Columbia University, Harvard Business School, and Fortune 500 companies. When the teaching machines gave way to learning environments, he started building those, and he has been, for the most part, very happy about the change.
He has worked for Northern Illinois University, Cognitive Arts, and the OpenCourseWare Consortium. He co-founded and co-managed the first state-level political community in New Hampshire, and has has provided political commentary and coverage for Newsweek, The New York Times, The Huffington Post, and WCBS. He currently works for Keene State College as an Instructional Designer.
Currently, Mr. Camplese serves as the Director of Education Technology Services at the Pennsylvania State University. As Director, it is his responsibility to oversee University-wide initiatives with a focus on impacting teaching and learning with technology. He guides teams in the appropriate uses of technologies in the contexts of teaching and learning. His primary area of focus is the integration of emerging technologies into learning spaces. At Penn State, the overwhelming challenge is providing scalable solutions that the 93,000 students and 5,000 faculty can successfully use to enhance their teaching and learning environments. Camplese has recently worked to integrate several new emerging technologies into curricular activities at Penn State to support digital expression. He and his team have lead the creation of the Blogs at Penn State, Podcasts at Penn State, and the Digital Commons. Camplese oversees the annual Teaching and Learning with Technology Symposium, several community development events, and numerous other initiatives designed to support the adoption of technology for teaching and learning.
Prior to accepting this position, Camplese served as the Director of the Solutions Institute in Penn State’s College of Information Sciences and Technology. The Solutions Institute is an applied research and development institute with a focus on the innovative uses of technology for education and training. Camplese designed the Online IST program that has been used to serve as the foundation for both resident and distance deliveries of the College of IST’s core undergraduate curriculum. This program was built on a custom instructional design and development methodology and toolset envisioned and crafted by Camplese.
Camplese was also the principle investigator and chief administrator for the Pennsylvania Governor’s School in Information Technology, an outreach program designed to enrich 75 of the Commonwealth of Pennsylvania’s best and brightest high school juniors in the areas of information technology management.
Camplese teaches courses in the College of Education with a focus on the integration and implementation of disruptive technologies into teaching and learning. He is an Apple Distinguished Educator, selected for his innovative uses of technology in and out of the classroom. Camplese has served on several industry and higher education advisories boards ranging from data storage management to the Apple Digital Campus.
Camplese is an established consultant, helping organizations integrate technology into their business practices, education and training programs, and their internal and external communication processes. He is a published author and has presented both practical and theoretical concepts at regional and national conferences.
He received a Masters of Sciences in Instructional Technology from Bloomsburg University and a Bachelor of Science in Psychology from West Virginia University.
Dr. Blankenship has been working in higher education since the early 1990s and is currently founder and president of Emerging Technologies Consulting.
She began using technology in her teaching in 1997 and in 2003, made helping other faculty use technology for teaching and learning her full-time job. This past fall, she left full-time work to go out on her own and broaden the scope of what she does. While she still feels passionate about integrating technology into educational environments, she also wants to work with communities and businesses to use social software effectively.
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