Social Media

There is some debate about the use of social media in the classroom to enhance learning. Is it worthwhile, necessary, efficacious? The question is often, "should we?" which detracts from the better question, "how can we?"
The reality is that our students are using, or will soon be using some many forms of social media as an integral part of their identity as community members and citizens. It is our mandate as educators to help our students develop into the best citizens and community members they can be. Can we ask, “should we?”
“Should we” is connected to the very real risks of social media use. “How can we” assesses and plans for these challenges and reaps the rewards of the risk; which is a great model for learning!

So “how can we” use social media to share, communicate and reflect for instruction and learning? Like any other tool, skill, concept, etc. that we are having our students learn we cannot and do not expect them to jump from 0 to 100. Through modelling, guided practice and instruction we gradually release learners to mastery (and in later school years independence), and the use of social media tools is no different. As a bonus, through this process we also have many opportunities to strongly engage students in learning: Literacy, Numeracy, Social Studies, PE & Health, Arts, Sci and Tech, FSL, and NL expectations… that’s all of them!

To Share
“How can we” use social media to share? This seems like an unnecessary question. The nature of social media necessarily involves sharing information in a very ?scary? open way.
There are many great rewards of this admittedly risky world-wide, transparent sharing. Our learning is hugely expanded as we access others’ complementary learning, instruction, feedback and support. Identities as global citizens are strengthened as we interact with learners from all over Earth. How can we pass up these rewards? The risks can be mitigated: modelled use in the Kindergarten class where the teacher is a gateway and online agent for the students can lead to primary and junior guided practice in class-contained social spaces so students are prepared to be respectful, critical  and safe citizens as they move into the independence of adolescence.

To Communicate
“How can we” use social media to communicate? Again the seemingly unrestricted nature of communication through social media is a significant risk that, again, can be alleviated by gradual exposure and ongoing instruction on safety, respect and critical thinking. In fact as learners communicate and collaborate through social media they are necessarily engaging in higher order critical thinking. By being mindful of their authorship, their audience, and interacting with others in these roles, learners begin scaffolding such skills as analysis, critique, and synthesis that become pivotal in the deep learning throughout their lives. Can we ask, “should we?”

To Reflect
“How can we” use social media to reflect? A large part of reflection through social media involves the ongoing sharing and communicating which, through collaboration and feedback, leads to critical reflection. The immediacy and the learned permanency of social media also encourages learners to incorporate reflection as part of the learning process, not just a post-completion exercise. When learners are mindful of the durability of what they are sharing, the scope of their audience, and when they are engaging with that audience as they are producing work, they are necessarily learning to incorporate formative assessment, and self-critique into their learning process.

“Should we,” serves the small purpose of exposing the risks, or the fears of risk that are associated with using social media to enhance learning and instruction.
“How can we” is a process that educators need to explore to ensure that students are engaging in the learning they need to be the best global citizens that they can be!