In class we've been talking a lot about different types of digital media. As we've explored blogs, wikis, and podcasts I have started to think about different possibilities of using them in my classroom. Now, however, our attention has turned to social media sites. I feel a little stumped trying to think of ways that young elementary school children could benefit from using social media. Even if all of my students' parents were to give permission for their children to use a social media site, I would still be very hesitant to use one in class. Maybe that's because I hear so many horror stories of kids being bullied and worse when it comes to social media. Maybe it's because I still don't know what benefits a seven year old really gets from being online vs. interacting face to face with their peers. Am I just old school...I don't feel that old and removed from the net generation! Perhaps I'm being too close-minded on this.
I want my students to understand that learning happens all of the time. School shouldn't be the place they go to to learn facts, and the rest of their lives where they learn about everything else. Using social media is a big part of everyday life for most people now days. I can imagine incorporating blogs in the classroom and limiting who can see and respond to the posts. But the idea of using sites such as Facebook and Twitter make me a little antsy.
Has anyone successfully used social media with their younger elementary students? What types of things did you do with them and how did it benefit their educational experience?
You make some valid points and I have the same concerns. I have only used "fakebook" templates so that social media is still part of the conversation but all the messy stuff is avoided. Instead of having a twitter account, my students "tweet" for assignments, but on paper. :) However, with what is going on in my fifth grade classroom (posting inappropriate things online), I feel like it can't be avoided...having that conversation regarding being a responsible digital citizen.
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