The Use of Social-Media and Social-Networking Sites in Education

Is the use of social media and social networking sites helpful for student learning in the classroom? In some schools, students and teachers use social media and social networking sites in classes for educational purposes. But is the use of these sites effective in learning?

Some teachers use social networking websites, such as Facebook and Twitter, as a form of communication between the students and themselves. “Many educators, including ourselves, believe that these tools offer new educational affordances and avenues for students to interact with each other and with their teachers or tutors” (Poellhuber). They create a group or a page and post assignments, references, lectures, and questions on it. This creates a way for the students to interact with each other, ask questions, and see upcoming assignments. There have been some studies observing students who use Twitter in class. Some of the students agreed that the use of Twitter in classes demonstrated its usefulness. Thus to enhance student learning, they advised its use permanently in all classrooms (Lin, Hoffman and Borengasser).

These teachers, along with others, also use social media websites such as YouTube in their lessons to teach students. YouTube happens to possess videos on nearly anything; so to assume that educational videos also exist on this website seems reasonable. Mr. Polk, a history teacher at Arlee High School, uses YouTube videos in his classes daily. He shows students in his Government class videos about the news and recent events that appear important. In other classes, he requires that all students watch videos on historical events to gain more knowledge of the past.

On the other hand, some teachers continue to argue that educational videos do exist on social media and social networking websites; but they question whether or not the use of these websites truly have a positive effect on students’ learning. “Incorporating Twitter in courses will require careful consideration of scaffolding, modeling, privacy and course design. Questions remain as to whether the informal social focus of Twitter may overwhelm attempts to use it in more structured educational settings” (Lin, Hoffman and Borengasser). Some teachers still remain concerned that these social networking sites will cause more of a distraction than they will an affective form of education and learning. They believe that students will not use the websites for their intended purposes in class; they will simply use them as they do outside of school (Lin, Hoffman and Borengasser). This may occur, however, students should also distinguish between whether the time and location calls for using these social websites in a social manner, and it does not. Students show responsibility as well as trustworthiness when they use these websites correctly. Teachers will know when students do not use the sites correctly through their performance, interaction in discussions in class, and the students’ response to questions directed towards them in class. If students become more involved in class activities the minimal confrontations due to the website’s misuse could potentially be worth the fight, corresponding to Page Abe and Nickolas A. Jordan’s findings.

I took a poll on Facebook asking my Facebook “friends” if they thought the use of social media and social networking sites used in education prove helpful in learning or not. Fifty percent of the people who answered believed these social sites proved helpful for them. Yet, the other fifty percent expressed that these websites could not be helpful. “…Alternatives to face-to-face teaching need to be explored. These alternatives will only work if they prove useful to students” (VanDoorn, George, Antoinette A. Eklund).

I personally feel as though social media and social networking websites have the capability to help both students and teachers in education. However, I also believe the effectiveness of these sites in student learning will vary between students. As stated by Liang, Commins, and Duffy: “The tools of social media must be tailored to foster engagement, authenticity, empowerment, and conflict tolerance even while the involved parties are connecting virtually and often asynchronously.” Thus if students use these social websites correctly, I see these social sites as becoming highly effective in learning. In the present day, young adults find more interest in technology and social connectivity websites, resulting in a necessity for change. There have been recent studies done in which a social connectivity website is created for school purposes and concluded the end result as a positive reaction from today’s youth (Liang, Commins and Duffy). This social connectivity web site created a constructive, dynamic, energetic, and secure place where teens could express their individual opinions and beliefs. Therefore, it may seem more suitable for all schools to consider using a technological approach that will appeal to students in this generation (Liang, Commins and Duffy).

Acknowledging both sides of the debate, social networking and social media websites could either result in revolutionizing education and teaching or it could end in students abusing them. Either way, we will never know if we don’t try using them for educational purposes. If students begin abusing this privilege, the school can easily take it away. If the use of these social sites has a positive result, the schools can continue their use. Regardless of the outcome, I have yet to find a reason why schools should not at least try using these social websites for educational uses.

Works Cited

Abe, Paige, and Nickolas A. Jordan. "Integrating Social Media into the Classroom Curriculum." About Campus 18.1 (2013): 16-20. ERIC. Web. 16 Oct. 2013.

Liang, Belle, Meghan Commins and Nicole Duffy. "Using Social Media to Engage Youth: Education, Social Justice, & Humanitarianism." (2010): ERIC. Web. 15 Oct. 2013

Lin, Meng-Fen Grace, Ellen S. Hoffman, and Claire Borengasser. "Is Social Media too Social for Class? A Case Study of Twitter Use." Techtrends: Linking Research and Practice to Improve Learning 57.2 (2013): 39-45. ERIC. Web. 16 Oct. 2013.

Poellhuber, Bruno, and Terry Anderson. "Distance Students' Readiness for Social Media and Collaboration." International Review Of Research in Open and Distance Learning 12.6 (2011): 102-125. ERIC. Web. 16 Oct. 2013.

VanDoorn, George, and Antoinette A. Eklund. "Face to Facebook: Social Media and the Learning and Teaching Potential of Symmetrical, Synchronous Communication." Journal of University Teaching and Learning Practice 10.1 (2013): ERIC. Web. 16 Oct. 2013.