hashtags, newsfeeds, and check-ins: maximizing social media use as latina/o educators

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Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators Estee Hernández, M.S.Ed. Taryn Ozuna, M.S.Ed.

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Page 1: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

ì  Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators Estee  Hernández,  M.S.Ed.    Taryn  Ozuna,  M.S.Ed.  

Page 2: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

Overview

ì  Learning  more  about  par<cipants  

ì  La<na/os  and  technology  

ì  Social  media  plaAorms  ì  Facebook  ì  TwiEer  ì  Foursquare  ì  LinkedIn  ì  Pinterest  

Page 3: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

ì  Take out your cell phones!

Page 4: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

Latina/os and Technology

ì  From  2009  to  2010,  the  share  of  La<nos  ages  18  to  29  who  were  online  jumped  from  75%  to  85%,  and  the  share  with  cell  phones  rose  from  81%  to  90%.  

ì  45%  of  Hispanics  own  a  smartphone,  compared  to  27%  of  Whites.  

ì  Hispanic  cell  phone  owners  are  more  likely  than  White  cell  phone  owners  to  access  the  internet  (40%  vs.  34%),  email  (36%  vs.  31%),  or  instant  message  (45%  vs.  24%)  from  their  cell  phone.  

ì  62%  of  Hispanics  online  engage  in  social  networking  ac<vi<es  versus  38%  of  Whites.  

U.S.  La<nos  go  digital  

(Kellogg,  2011;  Livingston,  2011)    

Page 5: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

Social Media in Education

Page 6: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

Facebook

ì  Create  groups  for  classes  ì  Share  resources  ì  Create  events  ì  Post  notes/documents  ì  Integrate  polls  

ì  Be  mindful  of  your  presence  ì  Place  students  on  separate  

list  ì  Communicate  consistently  

Page 7: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

Twitter

ì  Monitor  hashtag  use  ì  #la<sm  ì  #sala<no  ì  Create  hashtags  for  classes  

and  events  ì  hEp://www.tweetgrid.com  

ì  Rowfeeder  –  archive  tweets  

ì  Twtpoll  –  create  polls  

ì  Hootsuite  –  social  media  dashboard  

Page 8: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

ì  Self-­‐guided  campus  tours  

ì  Points/rewards  for  check-­‐ins  

ì  Encourages  students  to  visit  your  offices  

ì  Be  careful  of  when/where  you  check  in!  

Page 9: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

ì  Many  believe  it  will  eventually  replace  the  resume  and  recommenda<on.  

ì  Join  groups  ì  Share  job  leads  ì  Post  resources  ì  Connect  with  professionals  

Page 10: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

Pinterest

ì  Very  visual  method  of  social  media  

ì  Make  boards  for  different  facets  of  the  office,  department,  and  University  

Page 11: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

Contact Information

ì  Estee  Hernández  Texas  State  University  [email protected]  @esteehernandez  

ì  Taryn  Ozuna  University  of  Texas  at  Aus<n  [email protected]  

Page 12: Hashtags, newsfeeds, and check-ins: Maximizing social media use as Latina/o educators

References

ì  Kellogg,  D.  (2011,  February  1).  Among  mobile  phone  users,  Hispanics,  Asians  are  most-­‐likely  smartphone  owners  in  the  U.S.  Nielsen  Wire.  Retrieved  from  hEp://blog.nielsen.com/nielsenwire/consumer/among-­‐mobile-­‐phone-­‐users-­‐hispanics-­‐asians-­‐are-­‐most-­‐likely-­‐smartphone-­‐owners-­‐in-­‐the-­‐u-­‐s  

ì  Livingston,  G.  (2011,  February  9).  La<nos  and  digital  technology,  2010.  Pew  Hispanic  Center.  Retrieved  from  hEp://pewhispanic.org/reports/report.php?ReportID=134