Active Learning Poster (gliffy Diagrams)

Making the Classroom

:

Conceptualizing and Integrating Social Media into the Secondary School Humanities Classroom Challenges of the Traditional Classroom

Reorientation via Social Media

Social Media Tools

Blogs Teacher-centrism

• Venue for Student Writing/Digital Portfolio • Incorporate and embed multiple media

Student-centrism

• Promotes inter-textual connections and citation • Teacher and peers comment easily

 Insight and access into formative learning ➡ see students’ thinking process • Students can see each other’s learning process and constantly give feedback

RSS Reader

 Students seek all validation from teacher  Obsession with the “right” answer  Teacher responsible for managing and tracking all student work

 Reduce emphasis on summative product.

• Create transparency for students to see: • each other’s ideas • each other’s and teacher’s comments

Diigo

• Ease of tracking research and notes • Annotate web pages

• Less focus on “right” answer and grades

• Transparent research

• Shift focus to comments and students’ intellectual growth.

 Propensity for didactic lecturing ➡ reinforces “Sage on the Stage” notions.

• Aggregate and track student work • Eliminate paper

• Teacher models constructive criticism and acts as lead-learner • Discourages plagiarism through transparency

Applications in Classroom

• Students linked to each other’s sources • Students linked to each other’s annotations

Twitter and Apps

Isolation of student work

• Backchannel for class discussions • Review tool for quizzes and tests • Collaborative resource collection • Utility to enhance class interconnectedness • Student-to-Student feedback • Student communication with teacher

Edmodo

 Students focus on summative product over formative process

 Create accessibility and visibility for: • Sharing student work digitally

• Focus on grade, not on comments

• Students and teacher beyond the classroom and the school day.

• Prioritize social capital above constructive criticism

Nate Kogan

• Facebook-like interface

Classroom Interconnectedness

• Generally cram for tests; prioritize knowledge of meaning-creation

 Ineffective (and infrequent) peer-editing

• Well-designed course management • Easy file-sharing and assignment posting • Calendar and grading functionality

Collaborative Writing

• For both teachers and students • Ability to track individual contributions • Ability to track changes and previous versions

• Other classes and educators across the country or the world

Fort Worth Country Day

• Provides insight into formative process

• Eliminates email attachment clutter

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@nkogan

http://nkogan.wordpress.com

11 September 2009