What are the potential implications for this type of didactic tool?
As progressive educators, the implications for implementing an educational-based SNS approach can prove to be quite difficult for the educator if he or she is not adequately prepared. For starters, the educator should be technically literate in terms of having the knowledge and skills needed in order to utilize a computer and web-browser interface effectively and efficiently. This prerequisite includes, but is not limited to, basic skills associated with accessing and managing digital data via local file management tools. As an adjunct to technical literacy, educators should also possess skills needed to create, edit, and upload text, images, and video content within the scope of creative content and visual literacy.
According to Collin, Rahilly, Richardson, & Third (2011), technical skills provide educators with the means of delivering interactive multimedia content that helps to promote motivational interest and active engagement in the course material. In addition to these technical skills, educators should also have a fair degree of critical content and social networking literacy, giving them a better understanding of how online search engines work and what the social protocols are for formal and informal modes of online communication. This knowledge will assist them in evaluating and constructing an interactive online environment that is conducive toward teaching and learning.
Students will also have to possess basic levels of technical skill, content creation, and social literacy. Having these skills will provide students with a platform for development and promotion of deeper learning within an online social context. Within an educational SNS environment, students will have an opportunity to collaborate with their fellow peers, giving them the means and ability to connect, engage, and cooperate within a learning environment that is peer-based and self-directed (Collin, P., Rahilly, K., Richardson, I., & Third, A. (2011).
According to Collin, Rahilly, Richardson, & Third (2011), technical skills provide educators with the means of delivering interactive multimedia content that helps to promote motivational interest and active engagement in the course material. In addition to these technical skills, educators should also have a fair degree of critical content and social networking literacy, giving them a better understanding of how online search engines work and what the social protocols are for formal and informal modes of online communication. This knowledge will assist them in evaluating and constructing an interactive online environment that is conducive toward teaching and learning.
Students will also have to possess basic levels of technical skill, content creation, and social literacy. Having these skills will provide students with a platform for development and promotion of deeper learning within an online social context. Within an educational SNS environment, students will have an opportunity to collaborate with their fellow peers, giving them the means and ability to connect, engage, and cooperate within a learning environment that is peer-based and self-directed (Collin, P., Rahilly, K., Richardson, I., & Third, A. (2011).