Social Media, Networking, and Walled Garden in Education
To Socialize or Not? That's the question.
“In acquiring new productive forces men change their mode of production, and in changing their mode of production they change their way of living—they change all their social relations.” Karl Marx
"... education is the only business still debating the usefulness of technology."
Former Secretary of Education, Rod Paige, 2002
“In acquiring new productive forces men change their mode of production, and in changing their mode of production they change their way of living—they change all their social relations.” Karl Marx
"... education is the only business still debating the usefulness of technology."
Former Secretary of Education, Rod Paige, 2002
Let's be honest: our students are connected, i.e., socialize, before they come to class, right after, and more often than not, no matter how much we try to prevent it, during the class. According to the report published by the Pew Internet and American Life Project, "...55% of all online American youths ages 12-17 use online social networking sites"(2007) and it might be safe to assume that during the past 5 years that number has dramatically increased, rather than the opposite. Furthermore, according to another report, the number of the US adult population using social networking sites went up from 61% in 2010 to 65% in 2011. Therefore, the question is no longer whether it is the choice or trend; rather, how can social networking be productively integrated into the classroom curricular?
Roblyer and Doering (2012) argue that social networking tools are "steadily becoming the most used authoring technologies in the classroom" (p. 224). While the integration of social networking into education is at its very early stage, various online education forums as well as academic research articles offer "fresh and innovative" ideas for possible integration. (Roblyer and Doering, p.225.)
Ideas for Social Networking (SN) Tools Integration into the Classroom (Roblyer and Doering, 2012):
1. Blogs: encourage students to think "critically" as they compose and share their writing.
2. Wikis: encourage students to think "collectively" about the topic, yet "conceptualize" how their individual voice "fits" into the "whole" picture and knowledge produced by the group.
3. Video/Photo sharing: encourage students to share and reflect on their personal lives and experiences.
Possible Limitations:
1. Privacy and identity issues.
2. Little or no support for uploaded certain file formats.
3. The way discussions are structured, i.e., not threaded, as typically done in LMS.
4. Students do not always find the environment "safe" (Roblyer and Doering, 225.)
Therefore, Roblyer and Doering (2012) conclude that while researches are well informed that social networking sites grow in popularity, their educational value is yet to be determined (225.)
Ideas for Social Networking (SN) Tools Integration into the Classroom (Roblyer and Doering, 2012):
1. Blogs: encourage students to think "critically" as they compose and share their writing.
2. Wikis: encourage students to think "collectively" about the topic, yet "conceptualize" how their individual voice "fits" into the "whole" picture and knowledge produced by the group.
3. Video/Photo sharing: encourage students to share and reflect on their personal lives and experiences.
Possible Limitations:
1. Privacy and identity issues.
2. Little or no support for uploaded certain file formats.
3. The way discussions are structured, i.e., not threaded, as typically done in LMS.
4. Students do not always find the environment "safe" (Roblyer and Doering, 225.)
Therefore, Roblyer and Doering (2012) conclude that while researches are well informed that social networking sites grow in popularity, their educational value is yet to be determined (225.)
While educators are experimenting with ways to integrate SN tools into their curricular, Fran Smith discusses some strategies in his article How to Use Social-Networking Technology for Learning (Edutopia.) Smith claims that such online tools as blogs and podcasts offer students "radically new ways to research, create, and learn." He further admits that, while the possibility for students to engage into inappropriate activities (e.g., chatting or exploring sites with inappropriate content) exist, it is a teacher's job to educate her students about how to use those tools in a smart and safe way. Particularly, he suggests a number of questions in order to raise students awareness and help them make "ethical" decisions when it comes to the Internet. Lastly, he argues that it is not an effort of individual teachers but rather of the administrators and the whole community of educators to make that transition from a "classroom 2.0." to "school 2.0."
Examples of global projects:
1. Skype in the Classroom.
2. Global Education Collaborative.
3. MyWonderfulWorld.
The projects listed above offer students and educators unlimited possibilities to collaborate across borders, learn about and from peers from across the globe, develop 21 century cross-cultural and communication skills, and develop a better understanding of the world we live in.
Examples of global projects:
1. Skype in the Classroom.
2. Global Education Collaborative.
3. MyWonderfulWorld.
The projects listed above offer students and educators unlimited possibilities to collaborate across borders, learn about and from peers from across the globe, develop 21 century cross-cultural and communication skills, and develop a better understanding of the world we live in.
Social Networking in Education vs. Walled Garden
The Internet resembles the real world in the way that while it offers endless opportunities to explore the World - that is, people in most cases can freely visit places, meet people, and try things. Yet, one has to exercise critical thinking and common sense, or simply do it with care and be ready to face the consequences of one's actions. Just as in the real world it might not be the best way to deprive a person (or a child) of a certain level of freedom for the sake of protection, same can be true in the online world.
After all, Forewarned, forearmed; to be prepared is half the victory (Miguel de Cervantes Saavedra.)
After all, Forewarned, forearmed; to be prepared is half the victory (Miguel de Cervantes Saavedra.)
References:
Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching (6th ed.). Allyn & Bacon.
Smith, F. How to Use Social-Networking Technology for Learning. Edutopia. Retrieved form: http://www.edutopia.org/how-use-social-networking-technology
Images: Flickr.com and Kozzi.com
Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching (6th ed.). Allyn & Bacon.
Smith, F. How to Use Social-Networking Technology for Learning. Edutopia. Retrieved form: http://www.edutopia.org/how-use-social-networking-technology
Images: Flickr.com and Kozzi.com