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Having the ability to critically evaluate sources of media and also being able to choose appropriate media for the needed application (Crockett, Jukes, & Churches, 2011)

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Sometimes media can convey a message more powerfully than words. Media can be moving, and help us understand others.

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Competency to work well with others in both an in-person and virtual environment (Crockett, Jukes, & Churches, 2011)

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Teachers can support collaboration by structuring group work until students can structure themselves. This can be done by creating group member roles, outlining processes, and laying ground rules.

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Media can  lead to empathy and deeper learning

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Media can  lead to empathy and deeper learning

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Langren and Alibrandi (2019) found that middle school students were able to feel empathy for historical characters when video was part of the lesson.

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Teachers should model effective use of technology by integrating appropriate tools into lessons (International Society for Technology in Education, 2008).

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Tools such as this one allow students to share information in real-time, collect ideas, and create as a team.

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Working with others does not come naturally to some, and the classroom offers a safe environment to learn and practice these skills (Androutsos, & Brinia, 2019).

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Students should develop the skills to competently choose an appropriate tool for sharing information, based on content and audience (International Society for Technology in Education, 2016).

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The combination of media and collaboration offers real-world experience to students which results in deeper, more meaningful learning (Engaging university students in hands on learning practices and social media collaboration, 2016).

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Collaboration exposes our students to new viewpoints and experiences, and gives them the tools to connect with the world (International Society for Technology in Education, 2016).

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Androutsos, A., & Brinia, V. (2019). Developing and piloting a pedagogy for teaching innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and entrepreneurship. Education Sciences, 9(2), 113. doi: 10.3390/educsci9020113

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.

Engaging university students in hands on learning practices and social media collaboration. (2016). 2016 3rd International Conference on Computer and Information Sciences (ICCOINS), Computer and Information Sciences (ICCOINS), 2016 3rd International Conference On, 559. doi: 10.1109/ICCOINS.2016.7783276

International Society for Technology in Education. (2008). Standards for educators. Retrieved from https://www.iste.org/standards/for-educators

International Society for Technology in Education. (2016). Standards for students. Retrieved from https://www.iste.org/standards/for-students

Langran, E., & Alibrandi, M. (2019). Integrating biography-based video in a multiplatform approach to teach historical thinking. Teacher Educators’ Journal, 12, 50–72. Retrieved from https://files.eric.ed.gov/fulltext/EJ1209430.pdf