Using Facebook as a Teaching Tool by Elaine Childs discusses just that: her use of Facebook in her English 101 course at the University of Tennessee. The course, entitled, “’It Was Like That When I Got Here: The Simpsons and Postmodern America’” emphasizes teaching basic rhetoric.
First, anything involving the Simpsons is always a plus in my book. I practically grew up on the Simpsons (and Married with Children). How could a course about rhetoric based on the Simpsons not be successful with the social commentary made in each episode? Couple that with social media and it should be a “cake walk.” Surprisingly, Childs’ article reveals it wasn’t the great success expected. I was disappointed. She wrote that, “[She] had hoped that the discussion broad would take on a life of its own and that students would create topics that asked questions or created a horizontal discourse among students, but that didn’t happen.” Perhaps the students didn’t truly understand the practical meaning of rhetoric? Undoubtedly, they used it each day when conversing with friends on Facebook. Perhaps, in the academic realm it seems daunting?
Childs is a “good” teacher because in the article she questions her effectiveness at facilitating the organic discussion she hoped to see. She decides to try a different approach by having a “weekly Facebook hour” which I think would help with fueling discussion, but I am still doubtful of how much change will be seen.
Although I read some disappointment in the article, Childs’ use of Facebook was successful in that she tried it! Many college professors are timid about using any digital media. Childs’ is brave enough to acknowledge the change and try to work it into her pedagogical practice. There is no perfect formula in doing this but I believe experimentation helps. I will try to host a Facebook page in future class even if it is just to “[place] course material in students’ social space” providing them with additional access to me as teacher and the course.
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