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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 Applications in Classroom
Blogs • Venue for Student Writing/Digital Portfolio
• Incorporate and embed multiple media
Teacher-centrism Student-centrism • Promotes inter-textual connections and citation
 Insight and access into formative learning ➡ • Teacher and peers comment easily
see students’ thinking process
• Students can see each other’s learning
process and constantly give feedback
RSS Reader • Aggregate and track student work
• Eliminate paper
• Teacher models constructive criticism and • Create transparency for students to see:
acts as lead-learner
• each other’s ideas
• Discourages plagiarism through • each other’s and teacher’s comments
 Students seek all validation from teacher
 Reduce emphasis on summative product. Diigo • Ease of tracking research and notes
 Obsession with the “right” answer • Annotate web pages
• Less focus on “right” answer and grades • Transparent research
 Teacher responsible for managing and
• Shift focus to comments and students’ • Students linked to each other’s sources
tracking all student work
intellectual growth. • Students linked to each other’s annotations
 Propensity for didactic lecturing
➡ reinforces “Sage on the Stage” notions. Twitter and Apps • Backchannel for class discussions
• Review tool for quizzes and tests
Isolation of student work • Collaborative resource collection
• Utility to enhance class interconnectedness
• Student-to-Student feedback
• Student communication with teacher

Edmodo • Well-designed course management
• Facebook-like interface
Classroom • Easy file-sharing and assignment posting

 Students focus on summative product over Interconnectedness • Calendar and grading functionality
formative process  Create accessibility and visibility for:
• Generally cram for tests; prioritize Collaborative Writing • Provides insight into formative process
• Sharing student work digitally
knowledge of meaning-creation
• For both teachers and students
• Focus on grade, not on comments • Students and teacher beyond the
classroom and the school day. • Ability to track individual contributions
 Ineffective (and infrequent) peer-editing
• Ability to track changes and previous versions
• Prioritize social capital above • Other classes and educators across the
country or the world • Eliminates email attachment clutter
constructive criticism

Follow me on: @nkogan
Nate Kogan Fort Worth Country Day 11 September 2009