The purpose of this teaching is to promote the use of social media in the classroom. The approach proposed is based on three paradigms that are found in education: pedagogical, epistemological, and paradigm shifts. The author argues that these three paradigms need to be modified for teaching social media. The pedagogical paradigm refers to traditional procedures such as lectures and tests as the only avenue for learning new information or skills. This approach cannot provide deep or transformative learning experiences due to its inherent structure and lack of self-direction/self-authorship/agency by students. The epistemological paradigm considers knowledge as having a fixed definition and discourse with defined outcomes (e.g. in science students learn in classrooms in a certain way in order to become clinicians). These traditional forms of teaching fail in providing any deep learning experiences due to their inability to engage students beyond the confines of the classroom. The paradigm shift implies that teachers need to take on new leadership roles, i.e. they need to lead learning experiences where students are allowed to participate however they want, with the knowledge that they are the ones who will be accountable for their own learning. Teachers should encourage autonomy and self-direction/self-authorship/agency when teaching social media because these skills are essential for deeper learning experiences that will ultimately help shape a student's identity. This shift requires teachers to transform their own mindset about how they see students, how they view information that they are teaching, and what the goals of their instruction are. Ethnography becomes an essential component for this shift because it helps the teacher to unpack the assumptions underlying the traditional role of teacher, i.e. who is "in charge" of learning and what is being learned. Teachers need to shift their understandings about learning more than anything else or at least shift more than what students or parents do when trying to change these often unspoken unacknowledged practices in education today. Firstly, they can learn to recognize the potential for using social media in any educational context by reviewing the literature on its efficacy. Secondly, teachers should learn how to use social media by connecting with peers and becoming part of a professional learning community. Lastly, they need to gain skills for incorporating social media into their teaching through online professional learning communities that are designed for this purpose. The article provides sources for further reading on each of these topics.
Gerardo R.Hernandez. What Is Social Media? A Conceptual Overview. http://www.educause.edu/Files/ERI1501M/ERI1501M02Hernandez_FINAL_Jun11-2_508-519.pdf?utm_source=newsletter&utm_medium=email&utm_content=readmore&elqTrackId=cbd5a3200fd85f3d87b6422208837f0a Hernández, G., Díaz Fonseca, B., & Monroig, P.(2014).
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