By Leslie-Jean Thornton, Arizona State University
I’ve seen so many benefits from using social media in my classes that I have no wish to teach without such tools, no matter the subject. They enhance my ability to teach skills in real-world situations while allowing the growth of community within and without the group.
Social Media is changing everything. Nowhere is this more evident than on our college and university campuses. Yet there are unique challenges in incorporating social media into an established and tested curriculum.
AEJMC asked teachers to share some of their best practices for incorporating social media into the classroom, including suggested articles, exercises, tools and more. The following is a collection their best ideas and experiences.
Showing posts with label Yahoo. Show all posts
Showing posts with label Yahoo. Show all posts
Social Media in Classroom: Using Google Tools
By Ingrid Sturgis, Howard University
Teaching writing and reporting in the digital age has moved far beyond demonstrating how to craft an inverted pyramid story structure. Today’s always-on student is wired to friends, family and classmates via cell phones, Facebook, Twitter and Google Buzz. They write and send assignments on their Blackberries and Twittered the news of Michael Jackson’s death to their friends via iPhone before ever reading a complete news article about it.
Teaching writing and reporting in the digital age has moved far beyond demonstrating how to craft an inverted pyramid story structure. Today’s always-on student is wired to friends, family and classmates via cell phones, Facebook, Twitter and Google Buzz. They write and send assignments on their Blackberries and Twittered the news of Michael Jackson’s death to their friends via iPhone before ever reading a complete news article about it.
Gettin’ Social in the Classroom
By Bret Schulte, University of Arkansas
This is the way stories used to be written in the University of Arkansas journalism department: The student banged away in a computer lab. The student printed off the story, and the student turned it into the instructor. The instructor wielded a pen and slashed the paper with great red strokes (of enthusiasm, naturally) and returned it to the student. The student revised (with equal enthusiasm). The story was graded – and the story was never seen again, most likely.
This is the way stories used to be written in the University of Arkansas journalism department: The student banged away in a computer lab. The student printed off the story, and the student turned it into the instructor. The instructor wielded a pen and slashed the paper with great red strokes (of enthusiasm, naturally) and returned it to the student. The student revised (with equal enthusiasm). The story was graded – and the story was never seen again, most likely.
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