User talk:Amoquin11/sandbox

Robert Peer Review
Maybe a brief history lesson on how social media came to education - would be a good intro

Also maybe the idea of double classrooms where even during snow days, teachers can facetime or skype; or have online class so days won't be missed

Remember to talk about both sides of the argument of effects - neg would be a distraction but pos would be a new way to deliver and retain the content

I do think the lead that was already there is good but maybe talk about how technology has advanced in the classroom

Add research add the bottom of the page, would fit well there

Maybe add to youtube about how it is used in the classroom - watching crash course, or khan(which is more student drive to watch then teachers making them watch), additional lectures and also the negative side on how it can be distracting or a time trap

Maybe a section of how technology is used differently in college than in high school or even middle school

When talking about research make sure to avoid value arguments, many say this, manyt studies showed that type of deal...AVOID THAT

Their sources look pretty solid so I would stick to that trend and make sure the ones that you use fit the same caliber

I think there is a lot of content that you can add which is good but remeber your title is social media and not technology so make sure to stick to just that.

Stuff I thought of - mentors and big figures students look for in motivation, following political and science people that could help in research and idea stimulation, instagram polls, a good way/place for your brain to break after hours of long hard work, and quotable sources such as twitter.

GOOD LUCK :)

/* Mumu's Peer Review */
The positive and negative impacts of using social media sound like exactly what is missing on the current page from audiences' expectations. For now, I'm more interested in seeing your sources, and maybe some statistic can be included. Good luck! — Preceding unsigned comment added by Mumu Fang (talk • contribs) 14:20, 26 June 2019 (UTC)