Classroom-oriented tools and social media

There is a memorable anecdote about the educational use of learning support tools. I submitted a research proposal for teaching design using TED-ed to participate in a conference during my master's course, but I was rejected. The reason for rejection was that the instructional design methodology associated with a particular learning tool was not worthy of research. It was a terrible attempt and embarrassing experience at the moment. At that time, I wanted to develop a practical instructional design strategy that was very useful for the educational use of TED-ed's functions. However, I think that it would have been more appropriate to discuss the affordability of online learning support tools for classroom learning rather than focusing on functions that TED-ed possesses.

The difference between the social media platform that we considered this week as a topic and the classroom-oriented online learning support tool was interesting to me, and the assumption that there would be a difference in behavior depending on the possibility that these tools have is a part of the researchers' mind should be. The social media platform and the classroom-oriented online learning support tool have in common that both are online platforms and that the learners' learning experiences will be changed according to the learning environment configuration of the instructor. Meanwhile, while knowledge activities using social media platforms are divided into collecting, curating, sharing, brokering, negotiating, and creating, classroom learning-oriented online learning support tools can form similar activities, but they can be limited depending on the platform's functionality.

I think that social media platforms and classroom-centered online learning support tools have their own strengths, and I believe that the ability of teachers to construct them effectively and efficiently plays a significant role. Therefore, it is concluded that continuous professional development for enhancing the competency of teachers is an essential factor in the end, and administrative support and research should be actively carried out to support them.