🎙 Podcast Script
I Don’t Have Time for This Sh**
Episode: Social Media and Online Learning
[Intro]
Welcome back to I Don’t Have Time for This Sh** the podcast for educators, leaders, and busy humans trying to do meaningful work without drowning in unnecessary chaos.
I’m your host, Charise Courtney, and today we’re talking about something that every educator deals with, whether we want to or not, social media in online learning environments.
When someone says, “Let’s add social media to the classroom,” most teachers immediately think: Great… one more thing to manage. I know I certainly did.
However, when used intentionally, social media can actually help create stronger learning communities and improve student engagement. The key is how educators design the experience.
[Segment 1 – Best Practices]
Research shows that social connection plays a critical role in successful online learning. When students feel connected to their peers and their instructor, they are more likely to experience higher satisfaction and stronger motivation in a course (Geary et al., 2023).
Social media tools can support this connection by allowing students to interact, share ideas, and collaborate beyond the traditional discussion board.
However, effective use of social media begins with professional digital citizenship. Educators must model responsible online behavior, protect student privacy, and follow policies such as FERPA to ensure ethical communication (Ribble, 2015). When leaders demonstrate professionalism online, they help establish trust within the learning community.
Another best practice is designing activities that encourage active participation rather than passive scrolling. When students are encouraged to share ideas, respond to peers, and contribute to discussions, they begin to see themselves as part of a learning community rather than isolated learners.
[Segment 2 – Choosing the Right Platform]
Selecting the right platform is also a critical leadership decision.
Educators should evaluate social media tools based on specific elements such as privacy protections, especially when working with children, accessibility, how easy is is to use, and alignment with instructional goals.
One example is Flip, formerly Flipgrid which is a video submission tool that allows students to submit and share videos.. Tools like Flip can strengthen social presence because students can see and hear one another’s ideas, which helps humanize the online learning experience.
🎶 Example Uses of Flip for a Music Educator
Flip works especially well in music education because students can demonstrate performance, reflection, and creativity through video. Let me give you an example of how I have used this before in the past.
1. Performance Check-Ins
Students record short videos performing a musical skill.
Example:
Sing a short melodic pattern
Perform a rhythm on body percussion
Play a recorder or ukulele pattern
Prompt example you could give students:
“Record yourself singing the melody from ‘Hot Cross Buns.’ Focus on steady beat and accurate pitch.”
Students can then watch classmates’ videos and leave encouraging comments, which helps build social presence and community.
This builds collaboration and learning community, which research shows improves online learning satisfaction (Geary et al., 2023).
🎶 Another Social Media Platform Music Teachers Use
Soundtrap for education is a collaborative online music creation platform that works like a digital recording studio.
It is often used in music education because students can compose, record, and collaborate online.
Some ways I have used Soundtrap in music class is:
1. Collaborative Songwriting
Students work together to create a song.
Example assignment:
Student 1 creates a drum beat
Student 2 adds bass
Student 3 adds melody or vocals
This supports collaborative learning and creative problem solving.
2. Digital Composition Projects
Students create music using loops or MIDI instruments.
Example assignment:
“Create an 8-measure piece using at least three different instruments.”
This allows students who may not play traditional instruments to still participate musically.
3. Recording and Reflection
Students record themselves singing or playing and then reflect on their performance.
Prompt:
“Record your performance and describe one musical element you would improve next time.”
This encourages self-regulated learning, which research shows improves student outcomes in online environments (Morrison & Jacobsen, 2023).
These types of interactions also support self-regulated learning. When instructors provide structured prompts and feedback through digital platforms, students become more aware of their learning process and are better able to monitor their progress (Morrison & Jacobsen, 2023).
[Segment 3 – Leadership Perspective]
This is where servant leadership becomes especially important.
Servant leadership focuses on meeting the needs of learners and creating environments where students can grow and succeed (Greenleaf, 1977).
In online learning environments, servant leaders prioritize communication, feedback, and relationship building. Research suggests that consistent feedback and instructor presence help students stay engaged and develop stronger self-regulation skills in online courses (Morrison & Jacobsen, 2023).
When educators approach social media through this leadership lens, the goal shifts from simply sharing information to creating meaningful connections and supporting student success.
[Closing]
If social media ever feels overwhelming in your teaching practice, remember this:
Remember, the goal isn’t to do everything.
The goal is to do what actually matters.
Because the rest of it?
Yeah… we don’t have time for that sh**.
