Social Networks & Instruction - The Connection

For me, and as discovered by others in this class, blogging is a new experience and what I find quite interesting is the many recommended uses of blogs, wikis and other web tools as described by Richard (2010), and my colleagues thus far. The creativity, benefits and thoughts are endless. However, a challenge I feel important is pulling it off. Throughout the readings, I’ve also discovered that there are so many websites, both free and at cost for subscription and access to various web tools. I believe as educators and in order to successfully meet student needs and implement desired instructional programs, we must first become literate and knowledgeable in all areas of technology both in and outside the classroom. Areas of literacy must be acquired in technologies such as social web media, ethics and safety; then integrated and connected with our knowledge of in-class technologies, curriculum and instructional content.

Brown and Slagter van Tryon (2010), emphasize that the difference between pre-twenty-first-century and current literacy has to do with matters of scale such as time, size, distance, audience, and available data. With respect to time, teachers must explain to students the importance of understanding that with the creation of blogs, or a Twitter account, a student can share information in an instant and in doing so, they must understand that pressing send may have consequences – good or bad which last for years. An example of size is the number of characters in a Twitter message. Message content consist of less letters and keystrokes creating a need for teachers to promote both expository and creative writing. Students are establishing and participating more and more in projects and activities in other states, and across the continent. Distance is no longer an issue. However, teachers are challenged with learning and teaching students to understand cultural differences necessary for positive and effective interaction. They are tasked with teaching students how other cultures might perceive their work. In addition, students are no longer limited to small amounts of data. Both students and teachers are now challenged with learning how to work with mega quantities of data. Bottom line, as the world of technology continues to evolve educators must continually examine how literacy is affected by these new technologies.

Brown, A., & Slagter van Tryon, P. (2010). Twenty-first century literacy: A matter of scale from micro to mega. Clearing House, 83(6), 235-238. doi:10.1080/00098655.2010.484438. Retrieved October 9, 2010 from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?vid=9&hid=7&sid=041df7d4-e38f-43c1-a0e4-8d00477bafa1%40sessionmgr4

Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms (3th ed.). Thousand Oaks: A SAGE Company.