Social Media in the Classroom

I believe that it is important to introduce social media by discussing the power of social media. I think that I would introduce the power of social media by speaking about an article I recently read. The article said “there is one form of media that can arguably get someone fired, hired, or force to retire faster than any other form of writing. one form that will most likely be read by college admissions offices, and one form that will prevent people from running for political office and get others elected.” The form of media was not writing a letter, nor was it sending an email. It was social media.  

I would then provide the students with examples of “social media gone wrong,” examples of which could include the following:

1)      Laraine Cook, High School Coach, Fired Over Facebook Photo

2)      Special Ed Teacher Placed on Leave After Comments About a Student

3)      High School Student Arrested over Tweet

By providing students with context in which social media has caused problems, it can open dialogue about the possible pitfalls of social media. This could also springboard into conversations about what are appropriate and inappropriate uses of social media.

A worry that many teachers have is that social media will result in students socializing rather than using it as an educational tool. I think I would get students started using something like Fakebook or Edmodo as our social media tool, rather than Facebook or Twitter, so that students can be accustomed to the protocols expected of them using social media.

Another worry when using social media is the idea of oversharing – neither students nor teachers should disclose information that would be harmful to them, their friends, or their colleagues. If students and teachers have personal twitter/facebook accounts, they could create a second, ‘professional’ account that can be used for connecting with classmates and teachers. Classroom tips, homework help, and formative assessment can all be performed from these professional accounts. To protect student privacy, student accounts could be created using just first names, if names are used at all, parents could sign a release form about social media uses, and students could be engaged in a conversation about the importance of protecting their own privacy and the privacy of others.

The benefits of social media (engaging students in real, relevant acitivies far outweigh the negative aspects. So long as students are informed, then the use of social media makes a lot of sense in the modern classroom.

Teaching and Learning in the 21st Century

The role of the 21^st century teacher and learner are much different than previous generations of teachers and learners. We live in a technology suffused environment. We have access to vast amounts of information that we can use to create and explain. Technology changes at an increasing rate. We have myriad ways to communicate. Clearly, there are many differences between the 20^th century teacher/learner, and the 21^st century teacher/learner.

Role of the teacher in the 21^st century

The role of the teacher is much different than it was in the 20^th century. Gone (for the mostpart) are rote learning, textbooks, and isolated student and subject learning. Instead, the educator finds themselves as facilitators of learning, media gurus, and communicators to students, parents, and colleagues.

As a facilitator of learning, teachers need to use appropriate information and opportunities to provide each student with an environment that allows students to construct their own knowledge. We are asked to provide meaningful, engaging work that provide students ownership over their learning experiences. Teachers are asked to encourage students’ curiosity and their eagerness to learn, to help students become better, more independent, more creative problem solvers. Technology (e-Learning, iPads, Kurzweil, OERB, etc) has provided students the opportunity to learn at their own pace, and allow teachers more time to provide one on one support – being a consolidator instead of dictating knowledge.

With the variety of different digital resources available to teachers and students, it is vital that teachers become media creation experts. It is our responsibility to remain current with advancing technologies and use what is available to us to provide materials that are highly engaging. It is through the creation of media that we can provide the students the ‘hook’ that is necessary to engage them in our lessons, and to foster learning opportunities in a variety of manners.

Communication has become something completely different for the 21^st century teacher. We are asked to communicate effectively with students, providing them with feedback, as well as opportunities for self reflection and improvement. Written, oral, and technological communication provide us opportunities to create a positive learning environment/experience for students. As well, we are asked to connect with parents in a variety of manners (email, blog, websites) so they can be aware of what is happening in the classroom, and to give them an idea of how their son or daughter is progressing. Finally, we are asked to be collaborators – we collaborate with students to provide them consolidation of learning, we collaborate with other teachers in our department to ensure consistency in our teaching, and we collaborate with other teachers in our school/board to create interdisciplinary opportunities for our students.

Role of the learner in the 21^st century

The role of a learner has changed exponentially over the last generation or so. The learner has to be socially responsible, be able to communicate their thoughts in a variety of ways, and have technological fluency.

The civics curriculum informs students of the necessity for social responsibility – that it is morally binding to act in a way that will not adversely affect those around them. Students should have as goals to contribute to the classroom, school, and local community, to value diversity and treat others fairly and respectfully, to be effective, peaceful problem solvers, and to understand and act on their rights and responsibilities. Learners should see themselves as active agents of a broader society.

Communication for modern learners differs greatly from learners from previous generations, both in scope and in medium. Learners need to be able to communicate in literary, mathematical, and social contexts. They need to be able to be active listeners, and be respectful in their interactions with others. As well, with communication being available in myriad options (Facebook, Twitter, email, etc.), learners need to be aware of the implications of using social media. They see more ‘eyes’ when posting things via email or social media, so they need to be aware of what, and how, they are communicating their ideas and opinions.

Technological fluency is a vital component of being a 21^st century learner. Learners must be proficient with not only how to access information, but also where to access information, and how to assess if the information is useful and credible. Learners need to be aware of current and emerging communication and information technologies, and need to be able to choose the appropriate technology for a given task. As well learners need to be able to access and manipulate digital information in a way that is effective to their learning.

Vroom

Tested out Desmos (online virtual graphing calculator) today for an experiment. Would like to see some kind of regression analysis. Still a neat piece of software.

Thanks go out to Fawn Nguyen and Jon Orr for the experiment!

First blog post... Ever!

Hello. My name is Chris Graham. I will be using this blog to discuss, examine and review education technology - specifically in math.