#SATECH: Student Affairs Technology
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Transcript of #SATECH: Student Affairs Technology
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#SATECH: STUDENT AFFAIRS TECHNOLOGYPRESENTED BY:KEDRON TAYLORSHANE YOUNG
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KEDRON TAYLOR
• #SAGrad at Kent State University• Associate Director of Advancement for the College or
Education, Health, and Human Services
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SHANE YOUNG• #SAGrad at Kent State University• Graduate Assistant of First Year Experience and Leadership at
Notre Dame College
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OUR AGENDA• Student Affairs Technology• Creating Infographics and Media• Websites• Social Bookmarking• Learning Management Systems
• Technology and Student Development Theory• Emerging Theory: Digital Identity Theory
• Self-Authorship and Technology• Chickering’s Identity Development and Technology
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CREATING INFOGRAPHICS AND MEDIA
• Please refer to this infographic • (https://magic.piktochart.com/output/10326913-piktochart-and-canva)
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WEBSITES
• Use of websites to curate real-time access to training or operating materials:• Professional (Wordpress)• Presentation (Prezi)
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WORDPRESS• E-portfolios• Create a publically available website to showcase your successes in class and
at work
• Presentations• Did you present for class or for student training? If you created it from scratch
consider adding it to your website via SlideShare
• Documents• Provide writing samples to demonstrate your ability to clearly and concisely
communicate your thoughts• Embed on your website via Scribd or Cloudup so it pops up immediately (Less
clicking = more views)
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PREZI• Relationships• Prezi is very good at showing relationships between “slides”
• Example• https://prezi.com/plxn_kvgguhe/distance-learning-multimedia-present
ation/#• This is Kedron’s example on the History of Distance Learning. It
demonstrates that there are connections between the previous and the next slide in an apparent way
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SOCIAL BOOKMARKING• More than just wedding ideas
on Pinterest! • Pin program ideas, training
materials, or ideas to save for later (without taking up your bookmark bar!)
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LEARNING MANAGEMENT SYSTEMS
• Whether you have Moodle, Canvas, or Blackboard the principle is the same• Kent State University
• Center for Teaching and Learning• Posts presentations and other scholarly resources
• Notre Dame College• Safe Zone Training
• Definitions explained in online module• Title IX Training
• Series of videos explaining Title IX policy & other resources• Falcon Leadership Application Portal
• Student leadership opportunities all housed in one location
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DIGITAL IDENTITY THEORY
• 97% of adults 18-29 are on the internet• 89% of adults 18-29 years old use social media• 67% access it on mobile devices
Brenner & Smith (2013); Fox & Rainie (2014)
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“Social Media is increasingly
understood as a part of the developmental
process”
Brown (2015)
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DIGITIAL IDENTITY THEORY (CONTD)
• Self presentation vs. developmental process (Brown, 2014)• Two ways to look at technology’s effect on student development
• Develop new theories• Adapt existing theories
Evans, Forney, Guido, Patton, & Renn (2010)
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SELF-AUTHORSHIP AND TECHNOLOGY
Definition:• “the capacity to internally define a coherent belief system and identity that coordinates
engagement in mutual relations with the larger world” (Baxter Magolda in Baxter Magolda & King, 2004, p. xxii). • The ability to know yourself, know what you know, reflect upon it, and base judgments on it • Begins to evolve as students near graduation; more evident in their late 20s/early 30s
Davidson (2011)
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SELF-AUTHORSHIP AND TECHNOLOGY4 Phases:1. Following Formulas - allow others to define them, doing what authorities suggest, following guidance from others to be successful 2. Crossroads – dissatisfaction with others’ definitions, see that following doesn’t always work, but not yet able to act on desire to be more autonomous 3. Becoming the Author of One’s Life – ability to choose one’s beliefs and live them out (not without challenges), some renegotiation of relationships, weighing their needs against others’ 4. Internal Foundations – individuals become grounded in the sense of who they are, develop a mutuality of relationships, recognize that ambiguity and external influences exists, and base life decisions on a strong inner core of beliefs and self-concept
Davidson (2011)
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Davidson (2011)
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CHICKERING• Vectors• Developing competence•Managing emotions•Moving through autonomy to interdependence• Developing mature interpersonal relationships• Establishing identity• Developing purpose• Establishing identityChickering and Reisser (1993)
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DEVELOPING DIGITAL COMPETENCE
• Time management• Using online tools • Communication skills• Building relationships
Brown (2014)
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MANAGING DIGITAL EMOTIONS
• “Should I really post this angry status or reply to this enraging status?”• Not posting for the express purpose of getting a response from others• Exposes students to a variety of positive emotions, which helps their
own expression of these emotions
Brown (2014)
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DIGITAL AUTONOMY & INTERDEPENDENCE• Being able to discover information and resources• Ownership of online life• To Follow Back or to not Follow Back; that is the question• Social media can be used as a tool to create action (petitions,
hashtags, or sharing)Brown
(2014)
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MATURE DIGITAL INTERPERSONAL RELATIONSHIPS• Able to debate ideas freely• Develops an understanding of the differences between online
and in-person relationship maintenance ought to be• Begin to think about the impacts of a post
Brown (2014)
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ESTABLISHING DIGITAL IDENTITY
• Identity exploration• Finding communities with similar ideals or taking on personas
• Acting consistently across contents • Developing acceptance and comfort with oneself (Let’s take a
selfie!)• Beginning to take an active role in self-presentation, but with
purpose. Brown
(2014)
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DEVELOPING PURPOSE
• Online networking• Developing a career focus online• Articulating how and why they use social media
Brown (2014)
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DEVELOPING DIGITAL INTEGRITY
• Creating values through interacting with others online• Being able to understand others’ beliefs through their posts• Authentic self online and offline• Using social media for social good
Brown (2014)
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CONCLUSION
• Technology has permeated our careers for decades, but we have not measured the impact of its affect on student development nor have we, as a field, focused our intent to use it to impact our students. We hope this starts a conversation between us in this room, but also that you take the tools we showed you and go back to your institutions to have similar conversations.
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REFERENCES• Brenner, J., Smith, A. (2013, August 5). Pew Internet: 72% of Online Adults are Social
Networking Site Users. Retrieved from the Pew Research Center website: http://www.pewinternet.org/2013/08/05/72-of-online-adults-are-social-networking-site-users/
• Brown, Paul Gordan. (2014). Understanding Digital Student Development [SlideShare]. Retrieved from http://www.slideshare.net/paulgordonbrown/understanding-41619330
• Chickering, A., & Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass.• Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student
development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.
• Davidson, D. (2011). Teaching Tip #2: Self-Authorship & the Learning Partnerships Model. • Fox, S., & Rainie, L. (2014, February 27). Pew Internet: Part 1: How the internet has woven
itself into American life. Retrieved from the Pew Research Center website: http://www.pewinternet.org/2014/02/27/part-1-how-the-internet-has-woven-itself-into-american-life/