Chapter 1&2-Socially Networked Classrooms

This is Anasuya Chowdhury, a high school math teacher in HISD. I have been teaching in HISD for 14 years. Currently, I am teaching AP Precalculus, and serving as a Math Department Chair as well. I have a Bachelor's and Master's degree from India. I also have completed Post Baccalaureate in C&I Math and am in the process of getting a Master’s Degree in Educational Technology. My objective is to integrate technology in instruction to enhance learning and my goal is to become Curriculum Specialist at the district level.

My other passion is music; I am a mom of a 24-year-old daughter and a wife of an awesome husband. 

Chapter 1&2-Socially Networked Classrooms 

The main idea of the first chapter of our book is Constructivist approaches to social media use in education. Constructivist learning theory posits that learners actively construct knowledge through experience, interaction, and reflection rather than passively receiving information. Within this framework, discovery learning and peer learning are two prominent instructional approaches that embody constructivist principles by emphasizing learner agency, collaboration, and meaning-making.

Discovery learning, strongly associated with Jerome Bruner, encourages students to explore, investigate, and derive concepts independently or with minimal guidance. Rather than being presented with ready-made explanations, learners engage in problem-solving, experimentation, and inquiry. Research suggests that discovery learning promotes deeper conceptual understanding and long-term retention by encouraging learners to connect new information with prior knowledge (Bruner, 1961). From a constructivist perspective, this process allows learners to actively build mental models, fostering critical thinking and cognitive flexibility. However, contemporary research emphasizes the importance of guided discovery. Kirschner, Sweller, and Clark (2006) argue that completely unguided discovery may overwhelm learners, particularly novices. Constructivist pedagogy therefore supports scaffolding—such as prompts, cues, or structured tasks—to support learners within their zone of proximal development, as proposed by Vygotsky. When appropriately guided, discovery learning becomes an effective means of engaging learners in authentic knowledge construction.

Peer learning further reinforces constructivist principles by positioning learners as co-constructors of knowledge. Through discussion, collaboration, and mutual feedback, students negotiate meaning and refine understanding. Peer learning reflects Vygotsky’s emphasis on social interaction, where learning is mediated through language and shared activity. Studies show that peer interaction enhances conceptual understanding, communication skills, and learner confidence (Topping, 2005).

Peer learning environments also promote learner autonomy and responsibility. When students explain concepts to one another, they engage in elaboration and reflection, strengthening their own understanding. Additionally, exposure to diverse perspectives encourages critical evaluation and deeper cognitive processing.

Social media also promotes learner autonomy and reflection, both central to constructivist learning. Blogging, microblogging, and digital storytelling enable students to reflect on their learning experiences, articulate understanding, and revise ideas based on peer feedback. Studies have shown that reflective social media practices enhance metacognition and learner ownership (Greenhow & Lewin, 2016).

However, effective constructivist use of social media requires thoughtful instructional design. Educators must scaffold activities, establish clear guidelines for participation, and model ethical digital citizenship. Without structure, social media can lead to distraction or superficial engagement.

In conclusion, when integrated purposefully, social media serves as a constructivist learning environment that fosters collaboration, authenticity, and reflective knowledge construction. Its alignment with social constructivist principles makes it a valuable pedagogical tool for 21st-century education.

The most important idea in the second chapter is how to craft social educational design using by using social media. Sound educational design using social media is grounded in constructivist principles that prioritize purposeful engagement, collaboration, and meaningful learning outcomes. Rather than using social media as a passive content-sharing tool, effective design integrates it into well-structured learning activities that encourage inquiry, peer interaction, and knowledge co-construction. Clear learning objectives, appropriate platform selection, and guided scaffolding help students remain focused while exploring authentic, real-world contexts. Social media tasks such as collaborative discussions, reflective posting, and peer feedback promote critical thinking, learner autonomy, and reflective practice. When supported by clear expectations, ethical guidelines, and assessment criteria, social media becomes a powerful pedagogical tool that extends learning beyond the classroom while fostering digital literacy and active participation.

Here are a few examples of social media tools commonly used in my classroom. 

• Blogs (WordPress, Blogger) – Used for reflective writing, learning journals, and critical analysis. Students construct understanding by articulating ideas and responding to peer feedback.
• Discussion platforms (Microsoft Teams channels) – Support collaborative discussions, peer learning, and knowledge sharing in a community-based environment.
• Video-based platforms (YouTube) – Allow students to demonstrate learning creatively through short videos, tutorials, or presentations, supporting multimodal learning.
• Collaborative curation tools (Padlet, Pinterest) – Enable students to collect, organize, and annotate resources collaboratively, promoting shared knowledge construction.

References:

• Bruner, J. S. (1961). The act of discovery. Harvard Educational Review.
• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist.
• Topping, K. J. (2005). Trends in peer learning. Educational Psychology.

• Dede, C. (2014). The role of digital technologies in deeper learning.
• Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning.