Facilitating Student Use of Social Media in Responsibly Purposeful Ways
Resource Materials:
In this section of the Resources Page you will find reference materials, tutorials and how-to information that will help you review or extend your knowledge from the presentation.
Articles
| CATEGORY | TITLE / DESCRIPTION | ORGANIZATION | AUTHOR | URL |
|---|---|---|---|---|
| Digital Citizenship | 10 Things We Need To Teach Our Kids About Social Media | We Are That Family | Kristen Welch | http://wearethatfamily.com/2015/06/10-things-we-need-to-teach-our-kids-about-social-media/ |
| Digital Citizenship | To Teach Digital Citizenship Effectively, Educators Say It’s Time to Unblock Social Media | EdSurge | Jenny Abamu | https://www.edsurge.com/news/2017-10-12-to-teach-digital-citizenship-effectively-educators-say-it-s-time-to-unblock-social-media |
| Digital Citizenship | The Definition Of Digital Citizenship | TeachThought | Terry Heick | https://teachthought.com/the-future-of-learning/the-definition-of-digital-citzenship/ |
| Digital Citizenship | Multimedia and lesson plan resources for primary and secondary school educators. | Office of the eSafety Commissioner Australien Government | https://www.esafety.gov.au/education-resources/classroom-resources | |
| Digital Citizenship | What are the 6Cs and why are they important? | Book Creator Blog | Beth Holland | https://bookcreator.com/2017/10/what-are-the-6cs-and-why-are-they-important/ |
| Google Classroom | Google Classroom Book Club: How to engage your student readers online | Read it. Write it. Learn it. | https://www.readitwriteitlearnit.com/single-post/2017/10/29/How-to-engage-your-student-readers-with-a-Google-Classroom-book-club | |
| Google Classroom | 7 New Features Added To Google Classroom | TeachThought | Staff | https://www.teachthought.com/current-events/changes-new-features-in-google-classroom/ |
| Lesson plan: Instagram of the God/desses | Jodie Morgenson | https://morgetron.edublogs.org/2015/10/28/instagram-of-the-goddesses/ | ||
| Podcasting | Project Audio: Teaching Students How to Produce Their Own Podcasts | New York Times | Justin Hicks, Laura Winnick and Michael Gonchar | https://www.nytimes.com/2018/04/19/learning/lesson-plans/project-audio-teaching-students-how-to-produce-their-own-podcasts.html |
| Podcasts | 10 Great Tools for Creating High-Quality Educational Podcasts | Emerging Edtech | Julie Peterson | https://www.emergingedtech.com/2017/02/10-great-tools-creating-quality-educational-podcasts/ |
| Podcasts | Creating Podcasts with Your Students | Reading Rockets | Tony Vincent | http://www.readingrockets.org/article/creating-podcasts-your-students |
| Podcasts | 4 Benefits of Classroom Podcasting and 4 Ideas to Try Today | ASCD INSERVICE | Guest Blogger | http://inservice.ascd.org/4-benefits-of-classroom-podcasting-and-4-ideas-to-try-today/ |
| Podcasts | What are the Benefits of Podcasting in the Classroom? | Professional Learning Board | https://k12teacherstaffdevelopment.com/tlb/what-are-the-benefits-of-podcasting-in-the-classroom/ | |
| Podcasts | Podcasts and the Classroom | Edudemic | Marian Oswald | http://www.edudemic.com/podcasts-classroom/ |
| Podcasts | Podcasts in the Classroom | Learners Edge - The Chalk Blog | Barb Istas | http://www.learnersedgeinc.com/blog/podcasts-in-the-classroom |
| Podcasts | Analyzing and Podcasting About Images of Oscar Wilde | International Literacy Association | Kathleen Slaugh-Sanford | http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-podcasting-about-images-30503.html |
| Seesaw | ‘Instagram for classwork’ Seesaw in 1/2 of US schools | TechCrunch | Josh Constine | https://techcrunch.com/2018/02/07/seesaw-for-schools/ |
| Snapchat | 10 Seconds At A Time, A Teacher Tries Snapchat To Engage Students | nprEd | Jacquie Lee | https://www.npr.org/sections/ed/2016/03/29/467091289/how-teachers-are-using-snapchat |
| Social Media | 3 Practical Implications for Social Media and the Classroom | Friday Institute - NC State | Douglas Price | https://pllc.fi.ncsu.edu/2017/07/24/3-practical-implications-for-social-media-and-the-classroom/ |
| Social Media | An Academic Use for Social Media | Edutopia | Rusul Alrubail | https://www.edutopia.org/article/academic-use-social-media |
| Social Media | Using Social Media to Teach Visual Literacy in the 21st-Century Classroom | Edutopia | Dave Guymon | https://www.edutopia.org/blog/social-media-visual-literacy-classroom-dave-guymon |
| Social Media | RESEARCH: Pew Center: Teens, Social Media & Technology 2018 | Pew Research Center | Monica Anderson, JingJing Jiang | http://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/ |
| Social Media | Why social media needs to be taught in high school | Venture Beat | Ronnie Charrier | https://venturebeat.com/2014/10/29/why-social-media-needs-to-be-taught-in-high-school/ |
| Social Media | Teach Students To Use Social Media (The Right Way) And The Possibilities Are Endless | npr | ARIANA FIGUEROA | https://www.npr.org/sections/ed/2018/01/26/579955559/teach-students-to-use-social-media-the-right-way-and-the-possibilities-are-endle |
| Social Media | Lets Talk About: Social Media Practice Spaces | TeachersFirst | Ruth Okoye | https://teachersfirst.com/blog/2018/06/lets-talk-about-social-media-practice-spaces/ |
| Social Media | 50 Ways to Use Twitter in the Classroom | TeachHUB | Samantha Miller | http://www.teachhub.com/50-ways-use-twitter-classroom |
| Social Media | Three Reasons Students Should Own Your Classroom’s Twitter and Instagram Accounts | EdSurge | Kayla Delzer | https://www.edsurge.com/news/2016-02-03-three-reasons-students-should-own-your-classroom-s-twitter-and-instagram-accounts |
| Social Media | Social Media Profiles for Historical and Literary Figures | Adobe | Megan Townes | https://ex-staticpages.s3.amazonaws.com/static_page_assets/adobeforteachers/Social-Media-Profiles.pdf |
| 10 Way to Use Twitter for Fun Assignments, Projects, Class Work | Emerging Edtech | Corrine Ledling | https://www.emergingedtech.com/2017/09/10-way-to-use-twitter-for-fun-assignments-projects-class-work/ | |
| 4 ways to use Twitter for schools to increase engagement | Campus Suite | Steve Williams | https://www.campussuite.com/4-ways-use-twitter-for-schools-increase-engagement/ | |
| 100 Education Hashtags for Teachers and EdLeaders | Getting Smart | Erik Day | http://www.gettingsmart.com/2017/07/education-hashtags-teachers-edleaders/ | |
| PD: 40 education Twitter chats worth your time | ISTE | Diana Fingal | https://www.iste.org/explore/articleDetail?articleid=7 | |
| Twitter For Learning: 7 Ideas For Using Hashtags In The Classroom | TeachThought | Staff | https://www.teachthought.com/technology/twitter-for-learning-7-ideas-for-using-hashtags-in-the-classroom/ | |
| http://digitallyspeaking.pbworks.com/w/page/17791585/Voicethread |
Tools
In-the-Classroom:
Our In-the-Classroom section is where you will find ideas and examples on how to integrate the tools shared into classroom instruction.
Lesson Suggestions
| TASK | DESCRIPTION | RATIONALE |
|---|---|---|
| #Booksnaps | a digital, visual representation used to annotate and share reflections of any excerpt of a book or text | |
| About Me | What information would you include? This is a great time to understand privacy, oversharing, and the permanency of digital communications | |
| Allows teachers to closely monitor interactions between students | ||
| Ask questions to engage your students in authentic learning. | did this when his class studied probability by asking about the weather in various locations. | |
| Book Cover, Design | ||
| Book Trailer / Book Report / Book Talks | Book talks - this one is probably the most common “go-to” for podcast activities. There are a million ways you can have students share about books they have read, either individually or collaboratively. You can create a routine format that works as an ongoing outcome for independent reading or rotate target skill templates you want to reinforce with this assignment. | |
| Brainstorming | Students can brainstorm asynchronously on a shared space -- make comments, reflect, etc | |
| Career Research | follow different companies/industry organizations to learn what is hot/not | |
| Class status update | Create a twitter post or a meme to explain what happened today | |
| Class Updates | Ask students to help plan what should be posted about what is happening in Class - what fun things are happening? what are we learning? how does that apply "to the real world"? Can even assign groups of students to write questions parents should ask them about what they are learning or provide parents links to materials created by students so they can help students study. | |
| Connect with another class | Students need to understand where they fit in the world and how easy it is to get a real-time peek into "another world" -- let those interactions build context for what students are learning -- either within your district, city, state, country -- might want to consider outside your country to understand language, culture, geography, or even just that we all have so much in common | |
| Connect your class to a social media group or individual | Using your account you can practice as a group -- work together to decide what to ask or share | |
| Create a Survey to be shared via social media | ||
| Create and Name a New Creature | This is a great way for students to apply what they have learned about animalcharacteristics, biomes, and adaptations. Students are asked to create a new creature and share or introduce it to the scientific community. | |
| Digital Scrapbook for a Character | ||
| Digital Storytelling | Students can use Instagram’s “Stories” feature to show a series of short videos to their audience. They can accompany their story with a photo that expands on the videos and relates to them, and they can explain the meaning and significance of the photo in writing in the space provided. This type of activity helps students get to know each other, and more importantly, it allows them to be creative in writing about topics that are directly relevant to their everyday lives. | |
| DISCUSSION - create an online book club | ||
| DISCUSSION - Live updates during a field trip | Students can practice making and sharing observations and discoveries | This could serve two purposes: it is an authentic task that mimics what might be done outside of the classroom and it also could inform students who could not attend due to illness. |
| DISCUSSION in the form of a series of exchanged messages between characters (current or historical) | How might a historical figure discuss a current event? Who might they be discussing with (teacher could assign different types of characters or have them all be contemporaries of the primary character). How would the conversation change if you were discussing a topic with someone that agreed/disagreed with you? | |
| DISCUSSION in the form of a series of exchanged messages Objects or Non-human living things | This is a perfect place to practice personification. What might have happened to the fox or firefly or cell phone or rock during the day? Why? | |
| Empathy/Compassion - have students investigate causes | ||
| Exit / Entry Tickets | Ask students to summarize what they've learned. Depending upon which social media template you assign, adjust the number of characters allowed. (tweeting is summarizing) | When creating micro-writing assignments, such as an argumentative or descriptive paragraph, it’s important to emphasize that the skills that need to be applied in long-form writing, such as a research paper or essay, also need to be applied in micro-writing. As a result, students will be able to create pieces that include research and critical thinking skills throughout their micro-writing. |
| Gallery Walk - Students post their reflections of the walk | ||
| Homework Response | Ask students to post reflections on reading assigned as homework. | |
| Idioms | Translate and illustrate an idiom | |
| Interviews - Fictional | ||
| Interviews - Object or non-human living thing | Interview a planet or an animal | |
| Interviews - Real (invite guest speakers) | Connect students with subject matter experts | |
| Journal - blog for a character as they take a journey (real or imagined) | ||
| Microblogging as you read | what strikes you as you read? | |
| Monster Mash - Students Create and Label a monster based on parameters given | This is a great way to blend math, science, and art. Students create a monster / creature from geometric shapes. Teacher provides a list of characteristics / attributes such as, at least 3 circles and at least 2 parallelograms, and all three primary colors. The requirements can become more complicated as the grade level increases. | |
| Movie Review | ||
| Photo Project | Start a photo project from a science experiment, topic of study or field trip -- let everyone add to it (either with images they feel represent or for a portion of the topic you have assigned) | |
| Practice Editing Skills | Teacher finds real tweets with errors and asks sutdents to correct the post. Best to find real examples from popular internet celebrities. | |
| PROFILE - Character | Create the character profile for an author, a book character, an historical figure (explorer, inventor, leader) | As applicable to character: What would an appropriate handle or account name be? What post and/or image might be pinned at the top of the feed? Who might this profile follow? How concisely can you describe the essence of the account owner (bio)? Where might they live? Where might they have worked? What year would they have joined? What photos would they have uploaded? What would the last 3-12 posts have been? What would the profile photo be? What would the banner image be? What hashtags might be tredning for the character? Who might be recommended to follow? |
| PROFILE - Location or Organization | Create a profile for a city or an organization (ancient Rome, Mali, Egypt, the Lewis and Clark Expedition, a political party at its formation, a person running for office during a particular historical timeframe) | |
| PROFILE - Object or Non-human living thing | Create a profile an element of study (volcano, geometric figure/shape, rock, biome, invention). How did or do these things influence/affect our lives? What would they tell us if they could speak? | |
| PSA - Public Service Announcement | podcasts are a perfect way for students to demonstrate outcomes related to persuasive writing, word choice, science, health, social issues, school or community concerns…..and the list goes on. | |
| Reflections | ||
| Reporting on an Event (real or fictionalized from a book) | This could be done as writing or as a podcast. You could encourage students to practice reading nonfiction by recording a podcast that reports on a current event. | |
| Research | Demonstrate the power of a global network by reaching out on a topic being studeied to show how quickly you can receive quality information...often directly from the experts. | |
| Reverse Writing (understanding the difference between formal and informal writing and where and when either should be used) | Have students translate a post written in social media language and vice versa | |
| Sequencing | Ask students to post images or write posts describing their morning routine before coming to school, post pictures representing each month or season; have students make notes about the timeline of a required story (fable/tall tale/fairy tale/biography) as it is read --> can they recreate the story with images and captuions?; Have students document planning a party or trip or putting a recipe together (could incorporate video training snippets) | Writers need to understand sequencing so they can make sure their story unfolds in an order that makes sense. As readers we need to understand sequencing so we can deepen our comprehension of what we are reading. We need to be able to understand the beginning, middle, and end of a sotry -- it helps us remember and be able to retell. Scaffold practice by providing younger or more challenged students the first steps or images in the series and ask them to complete it. |
| Story Adaptation or Write an Alternative Ending | ||
| Story or Poem Creation as a Group | each student contributes a line or a paragraph as appropriate | |
| Teach Visual Literacy - Higher Order Thinking | visual literacy includes the ability to create messages that capture our own visual thinking | per Wikipedia: Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text. Visual literacy is based on the idea that pictures can be "read" and that meaning can be through a process of reading. |
| Teach Visual Literacy - Meme Development | Memes require this same level of analysis and application to share one’s intended message with social stickiness. Lending itself more to commentary on a given topic, understanding what a meme is saying requires mature linguistic and social dexterity. One of my favorite trendy meme characters is the Philosoraptor, an animated dinosaur apparently scratching his chin as he ponders the elusive meaning of life. Recently, I saw a meme created with this image that read, "What if math teachers were really just pirates who wanted us to find X just so they could locate buried treasure?" Understanding the humor inherent in this meme not only requires a basic comprehension of algebraic variability, it also asks us to process the demeanor of the Philosoraptor to identify the rhetorical sarcasm in the image. And while viewing and responding to memes requires one set of intellectual skills, creating them based on a current unit of study requires a skillset entirely different. | |
| Teach Visual Literacy - Use Emojis as feedback for formative assessment | To help students understand what the emojis represent and how powerful that imagery can be, use emojis as formative assessment repsponse -- 😁🙂😐 😒 😠 | At the most basic level, people use Emoji to illustrate their emotions through minute smiley faces and faces with tears. But when utilized as an instructional tool, these otherwise informationally cosmetic accessories could encourage students to consider the emotional tapestry and perspectives of figures from history had they been provided the communication tools and platforms of today. Would President Lincoln have included a smiley face with an ideogram of theater tickets along with his social media update about going to Ford's Theater, or would he have conveyed the premonitions that some have attributed to him having on that fateful evening with something a little more sullen? Whatever it may have been, students empathizing with our 16th president would have to determine the message they want to share and then evaluate the effectiveness of symbols to do so. |
| Vocabulary Practice using twitter | ||
| What do you want your legacy to be? | ||
| Writing Prompt, Daily | What can you ask students to write about? Are they going to respond as themselves or another character? How do they treat one another? |
Templates
- Today’s Tweet with lines
- Today’s Tweet without lines
- Exit Ticket Tweet
- Instagram story
- Instagram Story (Google Slide)
- Instagram Story (PPT Online) – Download a copy
Sample Rubrics
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Classroom Use of Social Media
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