Over the years as a educator, I’ve had the opportunity to delve into the reflective processes as a pedagogical practice. This initiative not only focuses on enhancing educational practices but also highlights the importance of connecting with other educators using social media as a powerful tool for professional development. I first embraced social media for educational purposes in 2018-2019 while teaching at a middle school where my Grade team struggled with the limitations of the district implemented learning system, D2L/Brightspace. It became apparent that many students found this platform challenging to navigate. In response, we decided to create class websites, which proved to be far more engaging and responsive to student needs. They were linked to Brightspace but students found it much easier to navigate and find pertinent course materials. This marked the start of my journey into using various platforms to engage learners in a thoughtful and meaningful way.
After reading a past MEd TIE project about reflective teaching by Tanya Ross, it highlights the impact vlogging and blogging enhanced her practice which resonates with me and my daily pedagogical practices both in the present and the past. While I don’t formally document my reflective processes, I do engage in this process daily. I regularly update my teaching methods, strategies, and delivery based on student feedback and personal observations. Each new class, every semester or year, is an opportunity for me to adapt what worked and discard what didn’t; paving the way for a more reflective practice, though informally. Before developing my class websites, Pinterest was my go-to resource for professional development as it enabled me to explore innovative ideas and activities from other educators. By accessing educators’ blogs and lesson plans, I could tailor successful strategies to fit my teaching style and the specific needs of my students. Operating a diverse classroom meant altering assignments and activities based on the unique dynamics of each class—whether they preferred discussions, independent work, or hands-on activities.
Over time, my use of social media for professional growth evolved. I now turn to platforms like Instagram and Tik Tok, in addition to Pinterest and blogs, for resources, concepts, and ideas. The key for me has always been adapting these activities to align with my personal teaching style and meet my students’ needs. An essential aspect of Ross’s Med Project is the blend of vlogging and blogging, which plays a significant role in enhancing the reflective process. Documenting and sharing her thoughts with a global audience fosters connections and brings diverse perspectives into her practice. After examining her project, I started to rethink my MEd TIE \blogging journey, which I realized was fairly isolated; therefore I opened up to comments to broaden and grow my network. However, as educational practices became more interconnected, the influence of global collaborations has transformed my approach as a social media consumer, leading to more meaningful engagement with educational materials than ever before.
The value of sharing and reflecting on progress cannot be overstated. Engaging with communities of educators worldwide offers insights that were unavailable decades ago. This openness to feedback enriches my perspective, allowing me to see ideas through different lenses, promoting positive change in my practices. Writing my experiences in this program has also provided a platform for reflection and sharing insights beyond my immediate cohort. However, I hold mixed feelings about allowing comments on my blog. While I appreciate the opportunity for positive and constructive dialogue, I remain cautious of the negativity that can surface online. Navigating the complexities of social media—and the presence of trolls or scammers—is time-consuming and requires vigilance.
While engaging with social media in an educational context has pros and cons, the benefits of connectivity and shared reflective practices are undeniable. By being open to diverse viewpoints and constructive criticism, educators can enhance their teaching methods and positively impact their students and broader educational communities.
References
Graham, L., & Roberts, V. (2018). SHARING A PRAGMATIC NETWORKED MODEL FOR OPEN PEDAGOGY: THE OPEN HUB MODEL OF KNOWLEDGE GENERATION IN HIGHER-EDUCATION ENVIRONMENTS. International Journal on Innovations in Online Education, 2(3). https://doi.org/10.1615/IntJInnovOnlineEdu.2019029340
Ross, T (2016). Relevant MEd Project: Making Reflective Practice Visible: Supporting Shifts in Practice Towards Personalized Learning
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