Social media in a science classroom

Davies
Provenzano

Both Davies and Provenzano list ideas of how to use social media in a classroom. They also argue that since kids use these tools anyway, we should embrace them. The apps, not the students.

They mention some useful ideas. They even mention some good ones (I'll come back to those), but from the first two weeks' readings and rantings it has become clear that we shouldn't have students start blogs just for the sake of starting blogs. That proviso noted, here are some ways in which I think I can incorporate social media into my classroom. There aren't many, unfortunately, but I'll try.

I like the idea of using a tool like Remind, since I can use it to remind students of homework,  tests, changes in schedule/procedure, etc. Since it's one way communication, it will also stop a potential flood of questions and complaints, so I can sit back with a glass of red wine and grade papers in peace.

I also think I could have students either blog or vlog their progress on projects. Part of the scientific process is communicating findings with peers. Communication, in general, is important. The CAPS statement also has the development of scientific literacy as one of its aims. Writing about one's progress, or making a video about it, or a podcast if there is a lot to say, are good ways of developing communication skills. The added benefit is that peers can write comments, giving the whole exercise a social dimension. Social constructivism, yada yada.

I like the idea of using Instagram to share photos of real world examples/application of things we have learned in class.

There might be less of a social aspect to this one, but I think I could also get into the habit of using Socrative as a tool to quickly test understanding, get students to voice their opinions anonymously, and have some fun.

Finally, I could also use Twitter as a place where students can ask questions and give answers. Not about the homework, mind, but about concepts, weird things they come across in daily life, etc. This, again, promotes conversation and discussion, which goes back to communication.

So there are things to use. If one uses them in a mindful manner. And if one makes it accessible to the whole class.  The limited list of what I can use in my class is not a reflection of the crappy nature of my subject, but rather the crappy nature of my creativity. Fortunately, this is a career, not a race, so I guess I have some time to come up with new ideas.