To be honest, I disagree. Resistance is not interesting at all, but it is there. You should apply methods to structurally confront teachers with social media for use in lessons and for time-saving use for the teacher himself. The key to integrating social media seems to lie for the time being in 'continuing to provide it from within'. Initially perhaps by an external professional, who paints a picture of the possibilities (after all: a fresh pair of eyes compels) and shows successful examples with concrete tips & tricks, and then an internal ambassador (an enthusiastic teacher) who provides internal workshops for colleagues on the application in lessons. The starting point should then initially be: 'what's in it for them'.
If you relieve a teacher of a few enormous tasks by providing handy, time-saving tools, the support for brother cell phone list using them for education will quickly increase. Then the importance for students will also come to light. If it is implemented at the grassroots level from the school, the enthusiasm will come. Sanne's story tied in seamlessly with that: he gave many practical guidelines for this. For example, he mentioned the well-known Yurls in the education sector , tools such as Animoto and Google Docs , the lessons of the Khan Academy , WikiKids and the mer à boire of links on the blog Free Technology for Teachers . Of course, it is not primarily about the tools, but they can still be keys to increasing the level of knowledge and mutual connection. I find Sanne's direct approach disarming, because it connects with the experience of students.