The Facebook Generation: Homework as Social Networking

Autor/in	Kitsis, Stacy M.
Titel	The Facebook Generation: Homework as Social Networking
Quelle	In: English Journal, 98 (2008) 2, S.30-36 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Feedback (Response); Homework; Assignments; English Teachers; Social Networks; Computer Mediated Communication; Classroom Techniques; Classroom Environment; Peer Relationship; Peer Evaluation; High School Students; Educational Technology + Suchen Sie Ihr Suchwort? Hausaufgabe; Assignment; Auftrag; Zuweisung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Social network; Soziales Netzwerk; Computerkonferenz; Klassenführung; Klassenklima; Unterrichtsklima; Peer-Beziehungen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsmedien
Abstract	Overburdened with athletics, play rehearsals, band practice, volunteer work, after-school jobs, friendships, and--if their parents are lucky--quality time with their families, it is hardly surprising that even the most dedicated students resent homework as an incursion on their time. Meanwhile, their teachers watch the growing stacks of unread paper with equal dread. In this article, the author relates how she initially felt homework was not effective in making her students learn. Through trial and error she found a fairly simple solution: rethinking the ideal audience for student homework. By shifting the onus of feedback from themselves to others, particularly other learners, English teachers can create classrooms in which students care more about their work, and teachers can reclaim some time for other uses. Here, the author shares how she used her students' zeal for online discussion by creating engaging electronic homework assignments. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10