Social Media in the Classroom: Thumbs Up or Thumbs Down?
Long gone are the days when social media could be ignored. Social media is everywhere. It's in our homes. It's in our cars. It is even in our classrooms. Aghhhhhh! Before you panic too much, take a deep breath. As Lawrence (2022) argues, "The ugly reality is that we must figure out a way to contend with social media...". Now, let's explore how social media can be used in the classroom as a net positive and how we can teach our students with a tool they can't get enough of. As Zimmer (2023) states, "In part because of greater social media participation rates among young people, its effects on the education system have been especially noteworthy. Educators have begun to embrace various social media platforms not only for their personal use but also as a tool to connect with their students and to help their students collaborate with one another."
Writing lessons are not the easiest or most fun to learn unless the lesson is relatable and useful. One way to help with student writing is through using a tool they use every day. Yes, I'm referring to social media. Students are natural at debating topics that interest them, so why not combine this with a tool they are comfortable with? Social media + writing + debate = Engaged Students.
MINDFUL is an acronym that can be used when teaching students about using and conversing on social media platforms. MINDFUL, as used by Turner and Hicks (2017), stands for:
M - Monitor your reading and writing
I - Identify your claim
N - Note the evidence
D - Determine the framework and mindset
F - Focus on the facts
U - Understand the counterargument
L - Leverage your response
Arguments are not something we usually encourage in our classrooms, but debate is a very useful tool for our students. If our students learn to read and write with purpose, as well as respond in a MINDFUL way, our students can become better writers inside and outside the classroom. As McClain (2019) puts it, "This translates into an opportunity for English classes to encompass activities that include social media to promote intercultural competence and conversation practice. Instructors can introduce these tools to boost engagement by mirroring the tools used in global interactions with favorite channels such as Facebook, Twitter, LinkedIn, etc."
Here is an example of people using Twitter to answer questions about a topic from the chat facilitator. Each person responds with their opinion and then the facilitator and others are able to agree or disagree in the comments. Commenters can also post links to evidence that supports their opinions.
Giving students opportunities such as these creates a safe environment for them to learn how to converse with others respectfully, even when they don't agree. Students are also given a space to collaborate, as well as form their own opinions and research information to back their opinions.
This is only one example of how social media can be used in the classroom. At the end of the day, it is up to the teacher to decide whether or not they feel their students are ready for this type of assignment.
Helpful Infographics:
References:
Lawrence, D. (2022). Digital Writing: A guide to writing for social media and the web. Broadview Press.
McLain, T. R. (2019). Social Media Treasure Hunt -- Practical Lessons Using Twitter in the English Classroom. Teaching English with Technology, 19(2), 88–100.
Turner, H., & Hicks, T. (2017). Argument in the Real World: Teaching adolescents to read and write digital texts. Heinemann.
Zimmer, S. (2023). Social Media as a Teaching and Learning Tool. Salem Press Encyclopedia.
I completely agree that it is all over our world and classrooms! It has been a struggle to keep up with all the social media changes! But I do agree that it can be used for good, I use it for recruitment purposes with my band program and have students assist me in the social media platforms that I am unfamiliar with! We have to set clear expectations and parameters for ourselves and our students in order to safely use social media in our classroom!
ReplyDeleteTurner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann
I completely agree with you that lessons are more fun when they're relatable to students, and I think it's because the students are more engaged. I also agree that schools ignore social media at their peril. Utilizing social media to teach argumentative writing can enhance teachers' lessons, but teachers need guidance to know how to use it effectively (Rowland et al., 2017). Enter the tools you mentioned above! Texts, including Turner & Hicks' Argument in the Real World (2017), that explain how to use social media in the classroom will also be helpful for teachers. As Turner & Hicks state, "Social media ... must be embraced as a form of reading and writing" (2017, p. 120). We know that students are using social media; the question is, are we teaching them to use it responsibly, and are we using it to their benefit?
ReplyDeleteReferences
Rowland, A., Craig-Hare, J., Ault, M., Ellis, J., & Bulgren, J. (2017). Social media: How the next generation can practice argumentation. Educational Media International, 54(2), 99–111.
Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann.
I 100% believe that using social media a tool for reading and writing instruction is not only possible, but also beneficial to student engagement and success as readers and writers. I agree that debating is also a useful communication skill. Honglin et al. (2021) believe that argumentative competence is important because students are able to demonstrate their academic knowledge, critical thinking skills, and show a capacity to critical consumers. Turner & Hicks (2017) state that we want students to use digital writing as a tool for the greater good of society. They will not understand how to do so without necessary instruction and practice.
ReplyDelete-Tanishia Smith
Honglin Chen, Lewis, H., & Myhill, D. (2021). Fostering critical reasoning: Developing argumentative competence in early and middle primary years. Australian Journal of Language & Literacy, 44(2), 46–61. https://doi-org.ezproxy.montevallo.edu/10.1007/bf03652072
Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann.