California Educator

December 2022 January 2023

Issue link: http://digital.copcomm.com/i/1487796

Contents of this Issue

Navigation

Page 47 of 63

S T U D E N T S R O U T I N E L Y U S E technology to express themselves, tweeting out snippets of their thoughts and opinions, creating and sharing short videos, posting pho- tos they 've taken or music they 've composed. New research argues they should probably be using their favorite digital platforms to demonstrate learning and construct meaning in school, too. Using applications like Instagram, TikTok and Google Slides to produce materials to teach concepts to peers, for instance, gets students to dig deeper and reinforces learning and memory encoding, according to a 2022 meta-analysis from the Universitat Autònoma de Barce- lona. To adequately explain a concept to someone else, the researchers found, students need to ensure they understand it, surfacing gaps in their knowledge that they need to fill. Using widely available digital tools to make meaning "outperforms creating textual materials," write the study authors. In an earlier 2021 study, students who created video presentations instead of traditional in-person pre- sentations explored a wider range of narrative techniques as they edited their thinking, took more risks, and demon- strated more creativity. In fact, using such tools as TikTok and Twitter situa- tionally to demonstrate knowledge is meeting students where they live: It takes the tools they know and chal- lenges them to experiment and explore, provides a built-in method to publish and disseminate their learning, Having kids use their preferred digital tools can deliver surprising academic benefits By Paige Tutt Learning, Creating With Students' Favorite Apps 46 cta.org Teaching & Learning T E C H T I P S

Articles in this issue

Links on this page

Archives of this issue

view archives of California Educator - December 2022 January 2023