Resources for:
  • Prospective Students
  • Current Students
  • Faculty & Staff
  • Alumni
  • Directory
  • News
  • Events
UCI School of Education
  • About Us
    • Dean's Welcome
    • Our Mission & Vision
    • Facts & Information
    • Maps & Directions
  • Academics
    • Doctoral Program
    • MAT + Credential
    • Undergraduate
  • Community Outreach
    • Teacher Academy >
      • California Reading & Literature Project
      • UCI CalTeach
      • UCI History Project
      • UCI Math Project
      • UCI Science Project
      • UCI Writing Project
    • Orange County Educational Advancement Network
    • Center for Educational Partnerships >
      • SAGE Scholars Program
      • COSMOS
      • California Alliance for Minority Participation
  • Faculty
    • Our Faculty
    • Faculty Interviews
    • Centers
  • Admissions
  • Giving

"Eliciting Scientific Funds of Knowledge Through Social Media Sharing in Formal Learning Environments"

3/8/2019

 
American Educational Research Association (AERA) Annual Meeting
Theme: Leveraging Educational Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence
Toronto, Canada
April 5-9, 2019

Title: Eliciting Scientific Funds of Knowledge Through Social Media Sharing in Formal Learning Environments (Paper)
Session: Advanced Technologies for Learning
Authors: Kelly Mills, Elizabeth Bonsignore, Daniel Pauw, Caroline Pitt, Hernly, Lautaro Cabrera, Hannoori Jeong, Jason Yip, June Ahn, Tamara Lynnette Clegg

Abstract: Increasingly, researchers and practitioners have postulated that children's use of social media (SM) presents opportunities for educators to access everyday funds of knowledge and connect them to formal scientific practices and language. Despite studies that underscore teachers' willingness to draw children's SM use into the classroom, actual implementation is rare and sharing of best practices remains limited. Our case study presents the efforts of three middle school teachers who aimed to connect their learners' use of SM to formal science practices. We apply Moje's (2004) framework of Funds of Knowledge and Discourse to suggest how teachers can use SM in classrooms to include their learners' funds of knowledge within official school Discourse in complementary and expansive ways.


Comments are closed.
Quick Links:

Fall 2020 Magazine
​Faculty & Research
Faculty Interviews
Directory
Admissions
​Giving
​News Center
Employment
Programs:
​
PhD in Education
MAT
Major in Edu Science
Minor in Edu Studies
CalTeach
CASE
Resources for:
​

Future Students
​Current Students​
Faculty & Staff
© ​2019 UC Regents 
Picture
University of California, Irvine
School of Education
401 E. Peltason Drive
Suite 3200
Irvine, CA  92617
(949) 824-8073

  • About Us
    • Dean's Welcome
    • Our Mission & Vision
    • Facts & Information
    • Maps & Directions
  • Academics
    • Doctoral Program
    • MAT + Credential
    • Undergraduate
  • Community Outreach
    • Teacher Academy >
      • California Reading & Literature Project
      • UCI CalTeach
      • UCI History Project
      • UCI Math Project
      • UCI Science Project
      • UCI Writing Project
    • Orange County Educational Advancement Network
    • Center for Educational Partnerships >
      • SAGE Scholars Program
      • COSMOS
      • California Alliance for Minority Participation
  • Faculty
    • Our Faculty
    • Faculty Interviews
    • Centers
  • Admissions
  • Giving
  • Resources For:
  • Future Students
  • Current Students
  • Faculty & Staff

  • Search This Site
  • Directory
  • News
  • Events