Education 2.0 & 3.0

Each semester, I receive student evaluations from the courses I have taught the previous semester. Similar to most professors, I’m sure, I open the document with excitement and a bit of nervousness. I want to see what resonated and what I need to improve upon for the semester. This year, instead of teaching in-person, I taught all of my courses from home. Now don’t get me wrong, I love technology and teaching from home had some benefits, mainly avoiding an hour commute each way to school; however, it was also a disorienting experience. I had to reimagine all of my lessons for the online environment and find a way to engage students in the content for 2.5 hours. As I waited for my evaluations to load, I wondered if I had done enough to forge connections with and among my students. The depth of those connections through the organic, in-person experience, along with informal meetings around campus, seemed difficult to imagine in this screen-to-screen world. 

Advantages Of Social Media In Education

Social media and technology are vital pieces of day by day life and incorporating the utilization of these into the classroom is more normal than previously, given how adjusted numerous students are to them.

Every social media stage offers various approaches to be utilized in the classroom, from sharing declarations to holding live talks, thus considerably more.

It’s critical to comprehend the effect of social media in education before utilizing it, yet we’re of the firm conviction that it will help advance students in innovation.

Groupwork is a valuable part of a student’s experience as it gives them the opportunity to work with peers and develop more confident teamwork and communication skills (amongst many other skills). In the classroom this activity can take place by asking the students to sit together in groups or if in a lecture theatre type classroom form groups of pairs by row and then one pair turn around to form a four with the pair behind. You might ask the groups to find a space of their own and return to the classroom after a set time. In these smaller groups students can be asked to work on a problem, engage in discussions, or any other activity they can work on collaboratively.

Perhaps the main reason for this disappointing impact is that the inclusion of technologies in schools has done little to change the ‘tell and practise’ approach to teaching and learning – the predominant pedagogical practice of our time.

In this model, teachers tell students what knowledge is and what is worth knowing; meanwhile, students invest their limitless capacity for investigating, thinking critically, creating, hypothesising, and collaborating by memorising and practising what they’re told.