Innovation in the Classroom - Does that include SnapChat for STEM?

Submitted by Kathy Tracey on Sat, 05/12/2018 - 19:06
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Hi all, 

Recently, I had a student ask me if they could use SnapChat as a method of student/teacher contact. My immediate response was no! I felt that email, phone, and text was sufficient. But the student's request has challenged my ideas about how this particular app could be used in the classroom. I decided to spend some time exploring the ideas and I found this fabulous resource for STEM leaders on Snapchat. Ironically, I have been following EverestNoFilter for a couple of years as the world watched climers attempt to summit Mt. Everest. 

However, even as I become more familiar with how to use this tool on a personal level, I still struggled with ideas on  how to use it in the classroom. I've discovered more and more teachers are using this tool.

So, would you use the STEM snapchats to engage learners in science? If so, how would you use it? Do you find ay of the suggestions on how to use snapchat possible? 

I'd love to hear your thougths. 

Sincerely, 
Kathy Tracey

 

Comments

The ability to narrate and add captions on an image seems useful, particularly for vocabulary. I can see how this could be applied in science courses. I have not personally used Snapchat but would love to see more examples!

If you are struggling to find ways to use Snapchat in the classroom, Snapchat is probably not the right tool to use in a classroom. Technology is a means to an end. It's not the end itself. You know the content, You know how you came to master that content yourself. Therefore you are highly qualified to know what helps others to master that content and what does not. There's a lot of marketing hype with technology, which includes making people who are insecure about using technology feel incompetent. Ignore the marketing. Trust your instincts, which are based on experience. You know how you came to master that content yourself. Therefore you are highly qualified to know what helps others to master that content and what does not.

Robert, I agree that there is often a strong sales pitch with almost every resource out there. Many teachers struggle to explore options simply because of all the expectations or pressures to use x, y, or z. Likewise, forcing a specific tool on students can lead a student to feel, "Why are we even doing this?"

I have people as me for a "go to list" of apps or programs I use. I have also been asked to have a list of resources I turn to when I don't know something and need to figure something out. I struggle in both cases because the tools and resources I use on any given day and with any student or teacher will vary depending on the needs and situation at that moment. To best prepare for moments, I find I spend much time exploring tools and resources and either mentally or digitally categorizing those items into, "This might be good for ... or maybe something like ...." I often find myself telling someone, "I think I remember seeing something that might work for this. Do you mind if we explore it together?" Even if the tool or resource does not fit that situation, both the learner and I learned about what the tool or resource is good/bad at in that instance and we both got to learn a bit more about the learner as well! 

In contrast, I have had many throw a reference to a tool or resource at me saying, "You have got to try this!" As I look over the resource, I may find myself scratching my head trying to figure out why there was so much positive buzz over the tool or resource when I personally can't see myself ever using the tool effectively. Snapchat happens to be a prime example for me of a tool that is widely loved and used by many, but I just don't get it. I have tried many different ways and talked to many about how they use the tool and I have yet to find any level of success that indicates that Snapchat will be a useful tool in my toolbox. Now, if a student approaches me with a request to use the tool in some way that makes sense with the needs at the time, I would welcome that! I would have an opportunity to see a possible use. 

All of us would laugh at the though of building and entire house with only a screwdriver and yet many feel pressure to use any one digital tool or resource as "the tool" to use when working with the diverse individuals we get the pleasure of meeting every day. What do you think? I have many questions that pop up reading these discussions:

  1. Can one have too many tools?
  2. Can the box get too big?
  3. Should everyone establish a mini tool chest that is a "go to" first attempt resource or should we all fight those temptations to rely on tools that we personally find useful?
  4. What if we have peers or admins that are comfortable only with their one precious tool or resource?
  5. How do we help to offer digital support that is appropriate to each individual's needs?

Hello Ed, Robert, Alecia, Kathy and others,

The problem of how to select and use digital tools is a challenge for us all.  Here's my take:

  1. Where possible, start with a teaching/learning need, objective, question or problem.
  2. Select or find the best digital tool or resource to meet this need, objective, answer this question or solve this problem.
  3. When selecting a digital tool or resource, it helps if you already have a "digital tool belt" a "digital tool bench" and perhaps a "digital tool shed".

A digital tool belt is a small collection of the digital tools you use frequently. For example, if you are a Google tools fan, this might be a Google Drive with Documents, Sheets, Slides, Forms, and other free Google tools that can be used for teaching and learning. If you are a teacher, it might (also) include, for example,  Poll Everywhere, Kahoot, Quizlet, Socrative, Rubistar, Createagraph, and a HyperDoc lesson format

A digital tool bench might include your Weebly, Wix or Google Sites website for your class, or a free shell platform for your students such as Pinterest, Evernote, or LiveBinders, or a learning management system such as Schoology, Edmodo or Mobile LMS. (I have included not only what might strictly speaking be referred to as tools, but also websites for storing learning resources and lesson plans.) Your digital tool bench might be a list or a searchable database of tools and resources, not only everyday digital tools or resources but those used occasionally or worth saving for future use. You might also save these in a spreadsheet, using an annotating URL tool like diigo, or in a searchable database.

Your digital tool shed has other tools, for example when you are doing lesson planning or writing or revising a curriculum, or communicating in real time online with your colleagues. Your tool shed might include free online lists such as the Literacy List, searchable open  education resource lesson plan and learning resources websites such as OER Commons, or the new CrowdED Learning Skill Directory announced recently in the LINCS Integrating Technology group. It might also include, for example, real time communications tools such as  TodaysMeet, Freeconferencecalls or Zoom meetings.

One way members of Integrating Technology, and perhaps other LINCS groups, could help each other is by sharing links to their digital tool belts, tool benches and perhaps tool sheds. These personally curated digital tools and resources that help you as an adult basic skills (including ESL/ESOL) teacher or administrator may be useful to others.  I will create a new discussion thread inviting you to contribute yours.

David J. Rosen, Moderator

LINCS CoP Integrating Technology and Program Management groups