It seems like many issues surrounding education tend to foster really strong support at opposite ends of the proverbial spectrum.  Being an early elementary teacher I do not really have to deal with the issue of social media use in the classroom.  My students do not carry smartphones and they are not old enough to sign up for accounts on social networking websites. I think that the use of social media in the classroom entertains such polar viewpoints because the Internet can be a little bit scary. I think that some educators are willing to pass up social media as a learning tool because to them the liability involved outweighs the reward. In an age where every other story on the news is about another teen bullied via cyberspace, I think it is understandable that some educators and local policy makers say “no thank you” to social media. As a teacher, you feel a huge responsibility for your students’ well being.  If something terrible were to happen to one of your students because of social media activity associated with your classroom you would most likely feel tremendously responsible for it (additionally, your integrity as an educator would perhaps be questioned by outsiders).

I assume that those on the pro-social media side of the argument set their students up to act responsibly in cyberspace and communicate clear expectations for the use of social media and electronic devices in their classrooms.  If they have put the time and effort into a management system that works I don’t see any reason why they shouldn’t be allowed to use social media in the classroom.  Social media definitely has compelling pros when it comes to access to instant feedback for students and distance learning.

Basically, I don’t think that this is the type of issue where there is one correct answer.  I think that if you are willing to put the time in to developing responsible ways to use social media in the classroom to enhance student engagement and learning, then you should be allowed to use social media in the classroom.

My experience with the Kenan Fellowship has taught me so much in so many different areas.  By working with DPI I’ve learned tons about the form and functions of this entity that was previously a mystery to me.  Through our PD institutes I’ve learned so much about what it means to be a teacher leader, ways to use new technology, and how to leverage my Kenan experience in the future.  From the work I’ve done on my project, Making Math Count, and my relationships with my fellow fellows and my mentor I’ve expanded my understanding of formative math experiences that are necessary in the early grades.  Already this year this knowledge has changed the way that I teach.  I’ve been able to more expertly supplement the curriculum that I am supposed to be teaching using what I learned from working on my fellowship project this summer.  I am helping my students to develop an understanding of numbers that will stick with them for a lifetime, rather than merely meeting second grade benchmarks.  While I have always worked to create a safe environment in the classroom where students feel comfortable taking risks and opening themselves up to challenges, I think that the way that I am approaching math now makes that type of environment easier to achieve.