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- Some 79 percent of U.S. 13- to 18-year-olds surveyed said they have a Snapchat account, more than any other type of social media. Of that age group, 73 percent have an Instagram account and just 57 percent say they are on Facebook.
- Respondents had to choose only one social network they could keep if they were “trapped on a deserted island.” This time, 44 percent of teens picked Snapchat, ahead of Instagram (24 percent) and Facebook (14 percent). One year ago, for RBC’s same survey question, the percentage of teens who insisted on keeping Snapchat on a desert island led with 28 percent — suggesting the app is still growing in necessity/popularity among young people.
more on Snapchat for education in this IMS blog
Using Snapchat to Reach Library Patrons Workshop
A two-part workshop running 90 minutes each session on Thursday, August 24, 2017 at 2:30pm Eastern/1:30 Central/12:30 Mountain/11:30am Pacific and Thursday, August 31, 2017 at 2:30pm Eastern/1:30 Central/12:30 Mountain/11:30am Pacific
Snapchat is one of the 10 most downloaded apps in the world and a key means of communication for individuals aged 13-34. Emerging quickly onto the social media scene, Snapchat has left many librarians wondering how to incorporate it into their outreach strategy. In this two-part workshop, social media expert Paige Alfonzo responds to this question and teaches you how to successfully leverage Snapchat as a marketing tool—one that can be used for readers’ advisory, promotion, information dissemination, and a variety of other marketing purposes.
In part one, Alfonzo covers the ins and outs of the platform—from teaching you the basics of setting up an account, adding friends, and sending snaps to demonstrating how to annotate snaps, incorporate filters, and use Snapchat Stories and Memories. In part two, Alfonzo delves into the specifics of how to make Snapchat work in libraries by discussing how librarians have successfully used Snapchat to promote their services, then she provides you with an opportunity to participate hands on with Snapchat by sending snaps to each other. The workshop will leave you with useful approaches to get creative with the app and expand your social media strategy.
more on social media for the library in this IMS blog
more on Snapchat in this IMS blog
more on Instagram in this IMS blog
High Schools Experiment With Snapchat to Reach Teens
My note: the US News and World Report is behind times on its reporting, unless this article has been held for a while by their editor: teenagers moved from Snapchat as quickly as they moved away from Facebook to Twitter and from Twitter to Snapchat. The generation, which is running US News and World Report is way too slow to notice the nomadic social media moves of the Millennials.
Here is the January 2016, exchange among faculty on the blend/online education listserv, which could’ve helped the author, Alexandra Pannoni line up with the times:
The cited case from Nebraska, Katelyn Gilroy, a library media specialist, who is using Snapchat or school purposes, can undoubtedly have a niche in education, enticing students to learn about their library, reading, etc.
However, it is questionable to present the media specialist’s case from Nebraska as a blank statement; a case, which can be adopted nationwide. Ms. Pannoni fails to mention that since 15 years ago, when instant messaging was the “snapchat” of the times, U.S. students consider these applications their “virtual mall,” where they like to hang out, but are not keen to consider them for educational purposes. In the same fashion, U.S. students are somehow unique in considering Facebook, later Twitter, then Snapchat and now Kik, Yammer, Celly, or Elgg a domain reserved for their private, extracurricular activities.
More about use of social media in education in this IMS blog:
Snapchat Is the Fastest Growing Social Network (Infographic)
The author erroneously focuses on Snapchat as a service and university administration, monitoring and censorship; it is a basic issue of education. Educating the Millennials and Gen Z about privacy, netiquette and digital humanity.
Education is about letting students explore, fail, learn from their failure and improve. #FinlandPhenomenon
Temporary Messages, Lasting Impact
From the responses under the article:
Still trying to understand the academy’s apparent obsession with monitoring and controlling/influencing every possible aspect of student and faculty behavior, on and off campus. Sometimes I can’t decide if it’s kind of a Stalinist control thing, a guy in the back of a windowless van thing, or some kind of extension of a juvenile obsession with everyone’s behavior but your own. That someone complains does not automatically suggest that someone must “do something,” particularly when “doing something” is often prohibited by law to begin with (in the case of administrators and the university).
College students love snapchat!
It’s personal, creative, quick, fun, and free.
“According to research by Sumpto…as much as 77 percent of college students use Snapchat every day.
37 percent of the study respondents cited “creativity” as their main use of the app. “Keeping in touch” and “easier than texting” were reasons for 27 percent and 23 percent, respectively.”
Reasons young adults ages 18-26 use snapchat:
- “I like sharing weird things I see when I’m out…When you get ugly selfies from someone, that’s how you know you’re good friends.”
- “I only ever use it for funny pictures or to show what I’m doing to my friends, but I have people that use it as a replacement for texting.”
- “Snapchat is the ultimate social media tool — users want to share their lives to anyone they choose to elicit possible feedback, but without the necessity of it being stored…Snapchat provides an easier answer to Facebook’s ‘What are you doing right now?’ I use it personally to stay in touch with friends and show people what I’m doing.”
Colleges are also starting to get on the bandwagon — Snapchat launched Our Campus Story in October 2014 to four schools.
How Colleges are using snapchat:
- Orientation: (Tennessee Wesleyan College) “Where’s Wesley” scavenger hunt
- Updates: (Tennessee Wesleyan College) Sharing updates about events and activities on campus
- Recruiting: (Eastern Washington University and the University of Kansas) communicating with young athletes interested in joining their teams
More IMS blog entries on Snapchat and its use in education:
Peer-reviewed and popular literature:
Robbins, S. P., & Singer, J. B. (2014). From the editor—The medium is the message: Integrating social media and social work education. Journal Of Social Work Education, 50(3), 387-390.
Waxman, O. B. (2014). Snapchat Grows Up: How College Officials Are Using the App. Time.Com, 1.
JO, M. (2014, March 22). Teacher sees value in online connection. Dominion Post, The. p. A2.
Couros, G. (n.d.). Snapchat and Education. Retrieved from http://georgecouros.ca/blog/archives/4866
Wiederman, K. (2014, May 2). Snapchat: The Newest Higher Ed Communication Tool | Merge. Retrieved from http://www.mergeagency.com/digital-marketing/snapchat-newest-higher-ed-communication-tool
Privacy and security:
Stretton, T., & Aaron, L. (2015). Feature: The dangers in our trail of digital breadcrumbs. Computer Fraud & Security, 201513-15. doi:10.1016/S1361-3723(15)70006-0
YOUNG, D. (2014). NOW YOU SEE IT, NOW YOU DON’T… OR DO YOU?: SNAPCHAT’S DECEPTIVE PROMOTION OF VANISHING MESSAGES VIOLATES FEDERAL TRADE COMMISSION REGULATIONS. Journal Of Information Technology & Privacy Law, 30(4), 827.
Ekman, U. (2015). Complexity of the ephemeral – snap video chats. Empedocles: European Journal For The Philosophy Of Communication, 5(1/2), 97-101. doi:10.1386/ejpc.5.1-2.97_1
Flandez, R., & Wallace, N. (2014). Nonprofits Must Guard Against Imposters. Chronicle Of Philanthropy, (09),
O’Neil, M. (2014). Oh, Snap! A Q&A With DoSomething.org’s Snapchat Strategists. Chronicle Of Philanthropy, (01),
MESSITT, M. (2014). Cyberbullying Happens in Code. Break It. Education Digest, 79(9), 51.
My Note: Excellent article with ideas for promoting the MakerSpace
Snapchat is a Smartphone application that allows users to send photos or short videos to another user. But with Snapchat messages, they disappear after viewing–usually in just a few seconds–so they can’t be forwarded or saved.
how do you build brand awareness on a temporary medium?
Do you think a short Snapchat video of your CEO playing Halo in the conference room would be interesting to a younger audience? A VP sleeping in an office meeting? The HR Director’s bad tie or haircut? Scenes such as these are the coin-of-the-realm in brand marking these days–the way for you and your brand to be “not that guy.” And Snapchat’s temporary nature is the perfect place for such less-than-serious messaging.
You may find it difficult to engage your senior leadership–or other company leaders–in being Snapchat fodder. Or you may decide that producing short clips or funny photos just isn’t worth the marketing investment. Both are fine conclusions.
Fri, Feb. 2, 2018, Principalship class, 22 people, Plymouth room 103
Instructor Jim Johnson EDAD principalship class
The many different roles of the principals:
Effective communication is one critical characteristics of effective and successful school principal. Research on effective schools and instructional leadership emphasizes the impact of principal leadership on creating safe and secure learning environment and positive nurturing school climate (Halawah, 2005, p. 334)
Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334-345.
Selection of school principals in Hong Kong. The findings confirm a four-factor set of expectations sought from applicants; these are Generic Managerial Skills; Communication and Presentation Skills; Knowledge and Experience; and Religious Value Orientation.
Kwan, P. (2012). Assessing school principal candidates: perspectives of the hiring superintendents. International Journal Of Leadership In Education, 15(3), 331-349. doi:10.1080/13603124.2011.617838
Yee, D. L. (2000). Images of school principals’ information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287–302. https://doi.org/10.1080/14759390000200097
Catano, N., & Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal evaluation and performance standards. International Journal of Leadership in Education, 10(4), 379–399. https://doi.org/10.1080/13603120701381782
Communication can consist of two large areas:
- broadcasting information: PR, promotions, notifications etc.
- two-way communication: collecting feedback, “office hours” type of communication, backchanneling, etc.
Further communication initiated by/from principals can have different audiences
- staff: teachers, maintenance etc.
Ärlestig, H. (2008). Communication between principals and teachers in successful schools. DIVA. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1927
Reyes, P., & Hoyle, D. (1992). Teachers’ Satisfaction With Principals’ Communication. The Journal of Educational Research, 85(3), 163–168. https://doi.org/10.1080/00220671.1992.9944433
- parents: involvement, feeling of empowerment, support, volunteering
- board members
Epstein, J. L. (1995). School/family/community partnerships – ProQuest. Phi Delta Kappan, 76(9), 701.
Communication and Visualization
The ever-growing necessity to be able to communicate data to different audiences in digestible format.
So, how do we organize and exercise communication with these audiences and considering the different content to be communicated?
- How do you use to do it at your school, when you were students 20-30 years ago?
- How is it different now?
- How do you think it must be changed?
- paper-based memos, physical boards
- phone, Intercom, email, electronic boards (listservs)
21st century electronic tools
- Electronic boards
- Internet telephony and desktopsharing
- Adobe Connect, Webex, Zoom, GoToMeeting, Teamviewer etc.
- Skype, Google Hangouts, Facebook Messenger
- Electronic calendars
- Doodle, MS Offce365, Google Calendar
- Social media / The Cloud
- Visuals: Flickr, YouTube, TeacherTube, MediaSpace
- Direct two-way communication
- Management tools
Top 10 Social Media Management Tools: beyond Hootsuite and TweetDeck
Manage control of your passwords and logons (Password Managers)
- Centrify Application Services.
- Zoho Vault.
class discussion Feb 2.
PeachJar : https://www.peachjar.com/
considering the information discussed in class, split in groups of 4 and develop your institution strategy for effective and modern communication across and out of your school.
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Twitter chats can boost student voice, enhance digital citizenship
Roger Riddell Dec. 19, 2017
This is another example of blanket statements aimed to bank on buzzwords and fashionable tendencies. Indeed, use of social media is an imperative skill for any educational leader, since it provides a modern venue to communicate with the rest of the stakeholders in the educational process: parents, students etc.
However, the process of social media use in education is rather more complex as presented in this article. e.g.:
- why Twitter? why is Twitter chosen by the author as the social media platform, considering that Snapchat is the social media app by choice of teenagers?
- why the hashtag use is the one and only altmetric consideration for deep data analysis? The author suggests taking “advantage of an analytic tool to measure effectiveness and participation,” but there is no specific recommendation and the choice of the analytical tool as well as the process of analysis is a science on its own
- how educators, as suggested by the author, “want to guide students on comment intensity and type while keeping them on topic”? Indeed, an educator abiding by constructivism will facilitate and guide, yet there is a fine boundary between facilitating and dominating the conversation with “guidance.”
The most useless suggestion in the article:
“For administrators, Twitter chats also provide an opportunity to gain student and parent perspectives while giving them more voice in what’s going on within a school or district.”
Are administrators willing to yield that power to their constituency? What does the current research on educational leaders’s attitude reveal regarding their willingness to engage in such open (and difficult to control) discourse? How is such attitude to be changed: this is missing in this article.
What is your approach to the institutional use of social media at your school?