Collin Gifford Brooke’s essay, New Media Pedagogy, has sparked many more questions than answers for me this week. I have been contemplating introducing some type of “social” media platform into my classroom in the upcoming semester, but am not sure as to where to start or how exactly to do so.
Although I do still have many questions of which I will get to soon, one passage did help me in considering to add a media platform to the class, “It is our responsibility as writing teachers, to understand the scenes where our students write, the tools they will be using to write, and often, even attitudes our students might have with respect to these technologies” (177). That being said, it may be beneficial if we teachers do consider implementing a form of media into our classroom because our students are using some of these tools on daily basis. I have talked to other instructors who have mentioned using social media in the classroom and they mentioned that it’s helped their students envision audiences and their writing entering public forum(s). Students might be superior than us (me for sure anyway) teachers in how to navigate many media sites and tools, but the agency gained through such interactions is equally, if not more important.
In my last post from Paulo Freire, Pedagogy of the Oppressed, Freire discusses how students and teachers must learn from one another and uses the terms, “teacher-student and student -teacher” (80). This could also apply to students helping us with media as we are also helping them learn together. Sound cliché, maybe a little, but I really do believe I learn just as much, if not more from my students than they learn from me as a teacher.
At what point does a medium cease to exist in being new? (178)
How do we teach with these new tools, yet remain the “teacher” of the class?
What are other ways to grade/ assess the media of Twitter for example, other than using the model of the “thick tweet” (186)?