Schools could also find students like the ones who made the stairwell dance videos and get them to produce a school-sanctioned video with a better subject—the re-enactment of a literary or historical scene, for example. This isn't as simple as a teacher saying, "Why don't you write a poem about your frustration, rap it on video, and put it on YouTube?" Instead, a teacher could assign students the task of filming a scene from The Scarlet Letter in the stairwell, identifying the dynamic of shaming in the novel, and writing about how it might be playing out in their Facebook news feeds. In math class, students could develop statistical models and graphs of the patterns of information flow in their social networks. To understand how advertising works, students from different backgrounds and with different online habits could compare what's being hawked to them. And for a school journalism project, teams of students could aggregate other students' narratives from blogs, Facebook, and Twitter and compile a real-time collective analysis of the state of their educational union.
In the process, teachers could also gain technical skills and be in a better position to head off future online trouble. Consider this recent MySpace post from Washington, D.C.: "I swear man when I see Martin and Kris on the bus they going to get it, Trina u a snitch, me and Bobby going to beat the shit out of them" (names changed). A school psychologist who knew about it could talk to the kids involved in hopes of preventing a real-world fight.
Schools also stand to gain from harnessing students' budding tech expertise. Rather than relying on private companies like Blackboard for expensive software, schools can get students who are taking computer programming to develop social media tools, apps, and platforms for creating and sharing class projects. These projects could then go on a school's Web site, in an iTunes-style store. Moodle, Ck12.org, and Sakai are great examples of how schools are using this new kind of open, cost-effective learning.
Some teachers and administrators might object that such proposals inadvertently reward students for online misbehavior. But there are ways to discipline students other than through the typical punishment of suspension. Editing videos is slow and painstaking; a student could be made to stay after school or miss a free period to work on it.
Another objection is that proposals like these break down the distinction between the schoolyard and the classroom, and could allow mean and anonymous student gossip to further invade children's lives. To be sure, the classroom does serve as a sanctuary, sometimes, from petty concerns and conflicts. But slamming the classroom door on social media just makes the virtual world more of a waste land. A hundred years ago, John Dewey warned that when teachers suppress children's natural interests in the classroom, they "substitute the adult for the child, and so weaken intellectual curiosity and alertness, suppress initiative, and deaden interest." By locking social networking out of school, teachers and principals are making exactly that error. Instead, they should meet kids where they live: online.
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