Social Media in the Classroom

Social Media in the Classroom

Social Media Icons (Photo Credit: Flickr evinasot2004)

It is undeniable that social media has such a strong presence in 13-18-year old’s lives. Some teachers have recognized this enthusiasm and incorporated social networking sites into their classrooms and curriculum. “Educators realize [social media] is a way to engage students who feel at home on such sites” (Davis, 2011). However how much involvement in social media is appropriate for educators? Where does one draw the line? There are two important categories to consider when answering such a loaded question. Social media (also referred to as social networking sites) can either take on an academic role, or a socializing role. Each of these two categories have very different audiences, purposes, and tones which all need to be determined before implementation. Teachers need to determine which platform is best going to fit the role they want social media to play in their classroom. Once all of this is determined and clear, then social media can have a very positive impact on educators, students, and the community.

Using Social Media for Academics

The first role social media can have in the classroom is an academic role. Social networking sites in such a role can also be referred to as “interactive environments” (Davis, 2011). Examples of such sites include Edmodo, Gaggle, ePals, and even Google Classroom. These interactive enviroments can help teachers present lessons or extend the classroom after hours in a controlled environment. Teachers often have complete control over all parameters of such sites to include who students talk to (others in the class, school, or district). These sites are designed to be the most secure, contain limited to no advertising, and monitor social interactions between members. Teachers who use interactive environments in an academic way report higher levels of discussion both inside and outside the classroom, as well as improved writing by their students. A major advantage to using sites such as Edmodo, Gaggle, ePals, and Google Classroom is that they are more suitable for children under 13 years old; seeing as how legally they can’t interact on true social media sites such as Facebook, Instagram, Snapchat, or Twitter.  

When social media is used purely for academic purposes, the audience should only be the students and teacher. The purpose can be tied to any academic standard from kindergarten to high school and involve any subject area. The possibilities are endless so long as teachers are creative and open minded. The tone of such interactions should be formal and serious. Online postings by teachers are no different than lesson prompts or directions given in class. Online postings by students are no different than responses they would handwrite for a grade in class.

Examples of Academic Platforms: 

Edmodo Logo (Photo Credit: Screenshot from Edmodo.com)

Gaggle Logo (Photo Credit: Screenshot from Gaggle.net)

ePals Logo (Photo Credit: Screenshot from epals.com)

eChalk Logo (Photo Credit: Screenshot from echalk.com)

Using Social Media to Connect and Socialize

The second role social media can have in the classroom is a socializing role. Teachers traditionally use non-educational centered sites such as Facebook, Instagram, Snapchat, and Twitter to interact with students, parents, or community members.  Depending on the platform, teachers tend to have less control over student activity, advertising, and security of its members. This socializing role restricts itself to 8^th graders and above because of the terms of service each platform has. Teachers who use social media to socialize with students often must have well established boundaries, set rules, or known norms to help clarify the blurred lines such a role creates. Teachers can use social media in their classrooms to model good digital citizenship and develop a positive classroom climate. “We [educators] often balk at social media with students because of all the bad things that happen. … Let’s meet our students where they are in the social media world and show the world that social media isn’t all about inappropriate content” (Will, 2016).

The audience for this role of social media can be as exclusive as a single class, or grow to include parents and community members. Having a clear purpose can help clarify who needs to be involved. Teachers can use traditional social media sites to congratulate, “Did a class score well on a test? Did a student win an award or perform well in an academic competition? Add a congratulatory snap to your snapchat story!” (Miller, 2016) Teachers can also post reminders of upcoming assignments or post questions to generate interest before class. “Remember, don’t get too heavy with these or other “academic” posts…if it feels too much like school, students may abandon your account” (Miller, 2016). Another purpose for social media in the classroom can be to share amusing or humorous content. “Ever seen a funny science joke on Facebook? A clever math meme? Share it on your social media site to show students that there’s fun to be had in your subject” (Miller, 2016). Field trips can be documented on social media sites. “Tell the story of your adventures by adding pictures and videos of field trips to your account. If parents follow your account, they’ll have a blast seeing what happened first-hand. If students follow you, they’ll love reliving the trip” (Miller, 2016). Finally teachers can use social media to document their classroom in action. Show fellow teachers, parents, and community members what learning looks like in your classroom. It is very important to remember, no matter the audience or purpose behind the social media use, to keep the tone light and participation non-mandatory. Not all students may have access to traditional social media accounts and shouldn’t be forced to when the primary role is to socialize.

Image source: www.bestmastersineducation.com

Conclusion

Social Media definitely has a place in the educational setting. Academically, social media sites foster collaboration, and break down the walls in which teaching and learning traditionally takes place. Participation is higher and engagement increases when students take their learning outside the confines of the classroom.  Socially, social media use surrounding the classroom can teach important digital citizenship skills.  Teachers who model social media use can help students become more aware that their online behavior leaves a digital footprint. "Facebook in the classroom provides teaching staff with a good opportunity to discuss online professional behavior, the implications of being online, and the digital footprint with their students" (Prescott, 2015). Traditional social media sites are typically easier to implement in upper secondary education levels because most teachers and students already have accounts, are familiar with their functional aspects, and can use their own mobile devices to participate (Cunha, 2016). Social media use in the classroom can also develop a positive classroom environment. "Students need to feel comfortable in a classroom climate that fosters understanding, encouragement, and acceptance and is devoid of criticism, rejection, or disconfirmation. A classroom climate characterized by supportiveness is one in which instructors communicate with their students in ways that are descriptive, equal, empathic, and spontaneous, whereas in a defensive communication climate, instructors communicate to their students in ways that are evaluative, superior, controlling, neutral, certain, and strategic. Thus, whether students are seeking information about course-related assignments, policies, or procedures or simply seeking interpersonal validation, they may be motivated to do so when they consider their instructors to establish a supportive, rather than a defensive, communication climate" (Myers, 2012)

The most important take away from social media use in the classroom is that it closes the gap between how teachers and students interact with each other and challenges the traditional teaching model. "In the traditional teaching model, the teacher is the one with knowledge and students are the ones who learn. By using [social networking sites] teachers and students have the opportunity to become partners in learning, not only for a given moment, but also for longer times, having the possibility of creating a sustained community of learners, thats is, a community in which the participants use such tools regularly and autonomously (Cunha, 2016). "The teacher is not the one who merely teaches, but also the one who is taught in dialogue with the students, and while being taught also teaches" (Cunha, 2016).  

References:

Cunha, F. R., Kruistum, C. V., & Oers, B. V. (2016). Teachers and Facebook: using online groups to 

improve students’ communication and engagement in education. Communication Teacher,30(4), 228-241. doi:10.1080/17404622.2016.1219039

Davis, M. R. (2016, May 10). 'Safe' Social Networking Tailored for K-12 Schools. Retrieved November 09, 2017, from https://www.edweek.org/ew/articles/2011/06/15/35mm-social.h30.html?qs=June%2B15%2C%2B2011

Fewkes, A. M., & Mccabe, M. (2012). Facebook: Learning Tool or Distraction? Journal of Digital Learning in Teacher Education,28(3), 92-98. doi:10.1080/21532974.2012.10784686

Liu, M., Mckelroy, E., Kang, J., Harron, J., & Liu, S. (2016). Examining the Use of Facebook and Twitter as an Additional Social Space in a MOOC. American Journal of Distance Education,30(1), 14-26. doi:10.1080/08923647.2016.1120584

Miller, M. (2016, April 18). 15 ways to use Snapchat in classes and schools. Retrieved November 09, 2017, from http://ditchthattextbook.com/2016/04/11/15-ways-to-use-snapchat-in-classes-and-schools/

Myers, S. A., & Claus, C. J. (2012). The Relationship Between Students’ Motives to Communicate With Their Instructors and Classroom Environment. Communication Quarterly,60(3), 386-402. doi:10.1080/01463373.2012.688672

Prescott, J., Stodart, M., Becket, G., & Wilson, S. (2015). The Experience of using Facebook as an Educational Tool. Health and Social Care Education,1-5. doi:10.11120/hsce.2013.00033

Will, M. (2016, June 10). Teachers Are Starting to Use Snapchat. Should You? Retrieved November 09, 2017, from http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html