Welcome to Collaborative Talk

In the past years, its becoming clearer to see students  who engage in reinforcement  learning can solve difficult problems on their own. Students begin with generalizing between tasks, using their prior experience to picking up new skills more quickly. This is becoming the new benchmark. This presents a unique opportunity for students to learn how to explore on some levels and transfer this ability to other levels.
    Social Media has reached new popularity heights with the new waves of technology. Factors such as increased access, simpler technical requirements, and lower production costs,  new apps continue to be introduced, becoming  more attractive teaching and learning tools. Society now communicates through video, whether its Skype, Facebook, or YouTube.  These Social media tools has piqued the students' interest and has generated more enthusiasm than the traditional printed books or in the hands-on learning process.

 All learners can now benefit from the use of video apps as they incorporate both sight and sound into what could have been considered a mundane lesson. Teachers believe that students are making connections between topics across curriculums, and globally in the outside world. 
Enjoy the video's below!

Video in the Classroom

Students More Highly Engaged
According to a study by Emily Cruse in 2011, who published the article,
"Using Educational Video in the classroom individuals are more likely to remember 50 percent of what both see and hear, 30 percent visuals, 20 percent auditory information, and only 10 percent of what they read." 
Cruse, E. (2006). Using educational video in the classroom: Theory, research and practice. Library Video Company, 12(4), 56-80.​
Result show that: perceived benefit, active learning, and interaction with students are significantly related to social media collaboration. However, perceived ease of use and perceived usefulness have an insignificant effect on social media collaborative learning. Additionally, students' academic self efficacy significantly lessens the relationship between social media collaboration and learning performance.​
Students are highly engaged on social networking sites, and these sites are used to communicate with existing friendship groups and develop virtual friendships. Frequent online communication with best friends (b = .340, p < .001) and bigger friendship groups (b = .397; p < .001) was associated with higher levels of well-being. However, the frequency of online contact with virtual friends made online negative and significantly associated with well-being (b = -.760; p < .001), with a larger negative association for girls than boys. ​

Statistics show that 96%
of the students that have internet access are ​using at least one social network. What’s even more interesting is that, even though some of the students use the social networks for entertaining and other purposes, there are a lot of students that actually use it to promote a lot of positive and useful activities. They find summer internships, promoting a success story about how to win the student-loan battle or collaborate on international projects. This presents  unique opportunity for students to learn how to explore on some levels and transfer this ability to other levels.

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​Without question, this generation truly is the media generation, devoting more than a quarter of each day to media. As media devices become increasingly portable, and as they spread even further through young people’s environments— from their schools to their homes —media messages will have a wall-to-wall presence in an already media-saturated world. ​
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Bibliography

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