I (Pooja) have always been somewhat of a late adopter to the latest technologies, but I know when things are shifting because of what learners in my class and my more technologically-inclined friends are using on their phones. What I’ve noticed is that Facebook and Instagram are quickly becoming the social media tools of yesterday. Growing in popularity is Snapchat, a social media application known for its short-lived videos. On Snapchat, your followers can view the photos or videos you “snapped” for 10 seconds before they disappears for good. Started in 2011, Snapchat now has 100 million users and is gaining users at a rapid speed, especially post-secondary students.
It is for this reason I am curious to know how (and if) teachers are using Snapchat in their classrooms. I came across an article on NPR written by Jacquie Lee that highlights the work of one professor, Michael Britt using the app in his introductory psychology course. He uses the tool to post 10-second videos which relate to the theory and concepts discussed in class. For example, to help students connect to a lesson on the biology of the brain, Brit snapped his niece in during her ballet class standing on one leg. He “used the snap as an example of how the cerebellum in the brain controls balance” (Lee, 2016). Britt notes that approximately 90% of his students check his “snaps.” That is a significant number considering how many students don’t do/complete course readings. Snapchats seem to “reach” the students in a way perhaps course readings can’t.
I still do not have a Snapchat account. I can’t imagine people being interested in the details of my day. Perhaps I should reconsider. Perhaps Snapchat is an entry point into bridging the divide between theory and practice in our courses.
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