The point of attention here is that the teacher in his role should provide certain frameworks, so that students do not 'wander' in the learning process. To be clear: frameworks in the sense of 'setting a course in the development of young people, guiding them by offering enriched lessons through smart, online tools and advising them what to share about themselves online and what not'. And therefore not frameworks in the sense of 'imposing restrictions and banning social media' (in other words "Hand in That Smartphone Now!" ).
Because teachers usually (with some beautiful, sparkling exceptions) lag behind in this area and sometimes forbid it (really!), they are not able to offer those frameworks. Sanne states that teachers are obliged to brush up on this area, because otherwise they cannot properly fulfill their role as teachers. I strongly agree with that. He indicates that if you do not guide and direct young people in the use of social media, they easily 'slide', often due to peer pressure . It is then also difficult to pick up the good behavior again. Eternal shame.
Immersive learning
Sanne is a proponent of 'immersive learning': immersing yourself in a subject and using all sources so that children learn well. For example, he once recorded a lip dub in his class to show students the real power of social media. He decided to seed the clip via Twitter, and the number of visitors ( almost 50,000 ) grew enormously.
https://www.youtube.com/watch?v=AKesf_5snuo
Sanne also developed blogs for the various classes. The standard notes for parents suddenly turned out to be unnecessary. In 2007 I also developed blogs for groups in after-school care (hobby project). An additional advantage of these blogs was that they had positive social consequences; the pupils in after-school care developed a stronger bond with their regular classmates and teachers; they shared more of their knowledge and daily experiences. So (fortunately) it is not just about 'knowledge sharing' and 'learning'; social development can also be given a boost. Sanne also worked with pupils on wiki papers, in which they corrected each other without having to be prompted to do so. My opinion: media literacy should be a fixed component of the way lessons are given, the way pupils receive education and the way they share online from the start of primary education.
Sanne's credo: repeat and shout loudly at parents and children, because teachers usually don't do it. armenia phone number list It immediately makes me think of the almost classic example of the smartboard in the classroom, which is used as a whiteboard. Sanne states that you should 'not beat a dead horse' when you try to 'convert' teachers. In other words: if a fellow teacher absolutely does not want anything to do with social media and continues to resist it, it will stop at some point.
To be honest, I disagree. Resistance is not interesting at all, but it is there. You should apply methods to structurally confront teachers with social media for use in lessons and for time-saving use for the teacher himself. The key to integrating social media seems to lie for the time being in 'continuing to provide it from within'. Initially perhaps by an external professional, who paints a picture of the possibilities (after all: a fresh pair of eyes compels) and shows successful examples with concrete tips & tricks, and then an internal ambassador (an enthusiastic teacher) who provides internal workshops for colleagues on the application in lessons. The starting point should then initially be: 'what's in it for them'.
Time saving and burden reduction
If you relieve a teacher of a few enormous tasks by providing handy, time-saving tools, the support for using them for education will quickly increase. Then the importance for students will also come to light. If it is implemented at the grassroots level from the school, the enthusiasm will come. Sanne's story tied in seamlessly with that: he gave many practical guidelines for this. For example, he mentioned the well-known Yurls in the education sector , tools such as Animoto and Google Docs , the lessons of the Khan Academy , WikiKids and the mer à boire of links on the blog Free Technology for Teachers . Of course, it is not primarily about the tools, but they can still be keys to increasing the level of knowledge and mutual connection. I find Sanne's direct approach disarming, because it connects with the experience of students.