GHP #3

Over the past couple of days, I have continued to research my topic of "How can high school teachers use Facebook, Snapchat and Twitter to incorporate statistics into the math classroom?" I started my research on Google scholar and found a particularly interest article about Facebook groups being used in high school and college. I have used Facebook groups for my sports teams and clubs but not for an academic class. I think this could be a good way to incorporate social media into the classroom to share ideas and resources that relate specifically to math.

Another piece of research that I found interesting was an article by the Association for the Advancement of Computing in Education. This article details the effect that social media is having on the way that students think and interact with the world and their peers. I think this is important to investigate because when introducing a new tool to the classroom it is important to understand its affects fully. The article was also helpful in pointing out some positives about using Twitter in the classroom and how it helps with engagement and is correlated with higher GPAs.

From these specific articles on Google scholar, I was able to find links to this study from a masters student at the College of Brockport that details how the increased usage of social media actually provides many opportunities for students and teachers. This was affirming because it supports the main reason why I chose this topic and hope to show how teachers can use these tools in the math classroom.

Beyond the Google scholar articles, I have also found many statistics accounts on Twitter that I can provide as resources for teachers to use for their students to learn essential math skills. I also have been further investigating teacher accounts that I linked in my previous post that show how teachers are using technology in their classroom in unique ways. I look forward to participating in my Twitter chat with fellow teachers who are technology advocates and learning more about my topic.