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'''Social media in education''' is the practice of using [[social media]] platforms or technology to enhance students [[education]]. Social media is "a group of Internet-based applications that build on the ideological and technological foundations of [[Web 2.0]], and that allow the creation and exchange of [[user-generated content]]".<ref>{{cite journal|last1=Kaplan|first1=Andreas M.|last2=Haenlein|first2=Michael|title=Users of the world, unite! The challenges and opportunities of Social Media|journal=Business Horizons|date=January 2010|volume=53|issue=1|pages=59–68|doi=10.1016/j.bushor.2009.09.003|s2cid=16741539 }}</ref> Social media platforms can be used to complete assignments or projects electronically. Students can benefit from engaging in activities that involving computers and online platforms, as these opportunities can help them develop their skills in these areas. |
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'''Social media in education''' is the use of [[social media]] to enhance [[education]]. Social media are "a group of Internet-based applications...that allow the creation and exchange of [[user-generated content]]".<ref>{{cite journal |last1=Kaplan |first1=Andreas M. |last2=Haenlein |first2=Michael |title=Users of the world, unite! The challenges and opportunities of Social Media|journal=Business Horizons |date=January 2010 |volume=53 |issue=1 |pages=59–68 |doi=10.1016/j.bushor.2009.09.003 |s2cid=16741539}}</ref> It is also known as the read/write web.<ref>{{Cite journal |title=[No title found] |journal=Íkala, Revista de Lenguaje y Cultura |date=2020 |doi=10.17533/udea.ikala|doi-access=free }}</ref> As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers.<ref>{{Cite journal |last=Tess |first=Paul A. |date=September 2013 |title=The role of social media in higher education classes (real and virtual) – A literature review |journal=Computers in Human Behavior |volume=29 |issue=5 |pages=A60–A68 |doi=10.1016/j.chb.2012.12.032 |issn=0747-5632}}</ref> However, social media are controversial because, in addition to providing new means of connection, critics claim that they damage self-esteem, shortens attention spans, and increase mental health issues. |
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==Student devices== |
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A 2016 dissertation presented surveys that focused on the impact of social media. It reported that 54.6% of students believed that social media affected their studies positively (38% agree, 16.6% strongly agree). About 40% disagreed, and 4.7% of students strongly disagreed. 53% of female students reported that social media negatively impacted their studies. Among male students, 40% agreed that social media had a negative impact on studies, while 59% disagreed.<ref name="Alsaif-2016">{{Cite thesis |last=Alsaif |first=Abdulwahaa |date=April 2016 |url=https://docplayer.net/64958269-Investigate-the-impact-of-social-media-on-students.html |title=Investigate The Impact of Social Media on Students – PDF |publisher=Cardiff Metropolitan University |type=BS |access-date=2018-12-10}}</ref> |
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A 2023 article dives deep into the rewards system of the brain in response to social media. This study compares the social rewards system in our brain to those from social media. From ages 10-12, most are receiving a cell phone, social rewards in the brain start to feel more satisfying. Leading to adulthood, the effects of social rewards are less likely to feel reliant on feedback from peers. Equivalent to a more mature prefrontal cortex, this enables a better management of their emotional reaction to these social rewards, meaning a more balanced and controlled reaction. |
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==History== |
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[[File:One Laptop Per Child, Kigali.jpg|thumb|Students enjoying the usage of technology in a school environment.]] |
[[File:One Laptop Per Child, Kigali.jpg|thumb|Students enjoying the usage of technology in a school environment.]] |
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A survey from Cambridge International<ref>{{Cite book |title=Global Education Census Report |publisher=Cambridge Assessment International Education |year=2018}}</ref> of nearly 20,000 teachers and students (ages 12–19) from 100 countries found that 48% of students use a desktop computer in class, 42% uses phones, 33% use interactive whiteboards and 20% use tablets. Desktop computers are more used than tablets. Teachers were abandoning the "no phones at school" rule.<ref>{{cite web |author=Jade Yeban |date=November 11, 2023 |title=Teachers and Social Media: Rights and Responsibilities |url=https://www.findlaw.com/education/teachers-rights/teachers-and-social-media-rights-and-responsibilities.html |access-date=22 November 2018}}</ref> |
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During the computer advancement boom of the 1990s–2000s, [[CD-ROM|CD-ROMS]] were first introduced, making the internet more user-friendly. As of 2018, 95% of teenage students have access to a smartphone, and 45% say they are online almost constantly.<ref>{{cite web|url=http://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/|title=Teens, Social Media, & Technology|last1=Anderson|first1=Monica|website=www.pewinternet.org|publisher=PEW Research|access-date=10 November 2018|date=2018-05-31}}</ref> As the use of technology and social media has become more prevalent, some educators and parents have argued that they are too distracting for the classroom environment.<ref>{{cite journal|last1=Kist|first1=W.|title=Class get ready to tweet: Social media in the classroom|journal=Our Children|url=https://files.eric.ed.gov/fulltext/EJ991339.pdf|date=December 2012 – January 2013}}</ref> This led to many schools blocking [[Internet access]] (including access to social media sites), or even banning the use of cell phones in the classrooms.<ref>{{Cite journal| volume = 33| issue = 1| pages = 41–47| last1 = Obringer| first1 = S. John| last2 = Coffey| first2 = Kent| title = Cell Phones in American High Schools: A National Survey | journal = The Journal of Technology Studies| date = 2007| url = http://eric.ed.gov/?id=EJ847358| doi=10.21061/jots.v33i1.a.6| doi-access = free}}</ref> The precautions of school administrators proved to be ineffective, as students continued the use of cell phones despite the policy, finding ways to continue to access social media sites. |
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A 2024 research survey through Common Sense Education reported 54% of age 8-12 and 69% of ages 13-18 social media is an extensive distraction from homework. <ref>{{Cite web |last1=Elgersma |first1=Jamie N. |last2=Elgersma |first2=Christine |website=Common Sense Education |date=June 5, 2024 |title=Should Your School Have a Cellphone Ban? |url=https://www.commonsense.org/education/articles/should-your-school-have-a-cellphone-ban?campaignid=21109071300&adgroupid=164582787496&adid=704453236980&gad_source=1&gclid=Cj0KCQiAgJa6BhCOARIsAMiL7V_90xWQf0WN9MemDdZLQhTMUX7uWSOfs_qaA17OzcZiauLOYlp3ZS8aAlUKEALw_wcB}}</ref> |
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In response to these challenges, many schools have adopted a "[[Bring your own device|Bring Your Own Device]]" (BYOD) policy.<ref>{{Cite journal| volume = 3| issue = 8| pages = 42–45| last = Sangani| first = Kris| title = BYOD to the classroom| journal = Engineering & Technology| date = 2013| url = https://www.infona.pl/resource/bwmeta1.element.ieee-art-000006495438| doi = 10.1049/et.2013.0304}}</ref> This policy allows students to bring their own internet-accessing devices, such as smartphones or tablets to class so they can access the Internet for research and other in-class activities. This BYOD concept was initially introduced to reduce departmental technology costs. Still, some administrators and teachers have pointed to additional benefits, such as increased student motivation and engagement<ref>{{Cite journal| volume = 74| pages = 50–60| last = Song| first = Yanjie| title =Bring Your Own Device (BYOD) for seamless science inquiry in a primary school| journal = Computers & Education| date = 2014| doi=10.1016/j.compedu.2014.01.005}}</ref> and broader access to information. |
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=== United States === |
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Social media can have a positive effect through video calls, stories, feeds, and game playing,<ref name="doi.org">{{Cite journal|doi = 10.1080/0144929X.2020.1774653|title = 'Social media is their space': Student and teacher use and perception of features of social media in language education|year = 2020|last1 = Lambton-Howard|first1 = Daniel|last2 = Kiaer|first2 = Jieun|last3 = Kharrufa|first3 = Ahmed|journal = Behaviour & Information Technology|volume = 40|issue = 16|pages = 1–16|s2cid = 225739907}}</ref> all things that can happen both in and out of the classroom. Ultimately, language learning through social media may raise some questions about the potential awkwardness of communicating with teachers or professors in a professional atmosphere.<ref name="doi.org"/> |
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The long-running technology boom accelerated after the millennium. As of 2018, 95% of US teenage students had access to a smartphone and 45% said they were online almost constantly.<ref>{{cite web|url=http://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/|title=Teens, Social Media, & Technology|last1=Anderson|first1=Monica|website=www.pewinternet.org|publisher=PEW Research|access-date=10 November 2018|date=2018-05-31}}</ref> |
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In the early days of social media, access to technology was a significant issue as many students did not own compatible devices and school budgets were often insufficient to purchase devices for student use. |
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Social media allows the classroom to extend outside the school and allows students time to collaborate in a different medium. Kids can become sidetracked by social media, but with self-determination and self-direction, using technical devices can be a powerful tool. There are many new avenues to learning thanks, to social media. To reach them adequately, one study suggests breaking learning with social media into informal and formal learning through academics.<ref>{{Cite journal|doi = 10.1080/17439884.2015.1064954|title = Social media and education: Reconceptualizing the boundaries of formal and informal learning|year = 2016|last1 = Greenhow|first1 = Christine|last2 = Lewin|first2 = Cathy|journal = Learning, Media and Technology|volume = 41|pages = 6–30|s2cid = 60528633|url = https://e-space.mmu.ac.uk/617955/3/Recrafting%20formal%20education%20final%20draft%20post-refereeing.pdf}}</ref> |
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Despite backlash, Missouri passed a law that prohibited teachers from communicating privately with students over social media in 2011.<ref>{{cite web |date=25 October 2011 |title=Missouri Governor Signs Law Repealing Teacher Social Media Restrictions |url=https://www.govtech.com/archive/missouri-governor-signs-law-repealing-teacher-social-media-restrictions.html |access-date=13 December 2022 |website=GovTech |language=en}}</ref> Supporters were concerned that online communication between underage students and faculty could lead to inappropriate relationships. |
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Educators are increasingly acknowledging and welcoming the relative advantages of social media into the teaching process. From creating school [[Facebook]] pages to connecting students with experts via [[Twitter]], social media has become a legitimate classroom learning and communication tool. The highly linguistic nature of social media allows students to create and consume ideas or information unlike ever before. |
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Some schools adopted a "[[Bring your own device|Bring Your Own Device]]" (BYOD) policy,<ref>{{Cite journal |last=Sangani |first=Kris |date=2013 |title=BYOD to the classroom |url=https://www.infona.pl/resource/bwmeta1.element.ieee-art-000006495438 |journal=Engineering & Technology |volume=3 |issue=8 |pages=42–45 |doi=10.1049/et.2013.0304}}</ref> allowing students to bring Internet-accessing devices, such as phones or tablets to class.<ref>{{Cite journal |last=Song |first=Yanjie |date=2014 |title=Bring Your Own Device (BYOD) for seamless science inquiry in a primary school |journal=Computers & Education |volume=74 |pages=50–60 |doi=10.1016/j.compedu.2014.01.005}}</ref> During the pandemic, the federal government offered funds that allowed more schools to purchase devices. Over time, more students acquired phones with social media access. Personal devices increased student satisfaction, but reduced teachers' ability to control device use in their classrooms. |
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Social media is a powerful facilitator of communication. Parents use social media sites such as Facebook to stay connected with their local community, family, and friends.<ref name=":03">{{Cite web|title=The Research Moms|url=https://www.edisonresearch.com/theresearchmoms/|access-date=2021-09-20|website=Edison Research|language=en-US}}</ref> Schools have been using social media sites like Facebook, [[Instagram]], or Twitter to spread announcements, updates, and other important information home to parents or students.<ref>{{Cite journal|last1=Faizi|first1=Rdouan|last2=Afia|first2=Abdellatif El|last3=Chiheb|first3=Raddouane|date=2013-10-11|title=Exploring the Potential Benefits of Using Social Media in Education|url=https://online-journals.org/index.php/i-jep/article/view/2836|journal=International Journal of Engineering Pedagogy |language=en|volume=3|issue=4|pages=50–53|doi=10.3991/ijep.v3i4.2836|issn=2192-4880|doi-access=free}}</ref> It also can create an avenue of communication between teachers and students that may not exist in the classroom. As schools create an online presence, it allows students to become further informed of school events, calendar updates, and so forth. Further, having an online channel of communication between the school and its students could likely help facilitate a deeper level of community within the school. |
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A 2018 Pew Research study reported that 95% of teenagers had a phone and used social media consistently.<ref>{{Cite web |date=2018-05-31 |title=Teens, Social Media & Technology 2018 |url=https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/ |access-date=2021-04-19 |website=Pew Research Center: Internet, Science & Tech |language=en-US}}</ref> |
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On the academic side, the study conducted by Shahzad Khan in 2010 showed that students are using social media more, and it is impacting their communication positively. This study did not demonstrate a negative impact on students. Other studies by Maqableh, Quteshat, Masadeh, and Huda Karajeh in 2015 did not demonstrate any negative impact of social media on students but instead focused on the ignorance of academics due to spending a lot of time on social media. Ndebele and Mbodile found that [[e-learning]] platforms are effective for students.<ref name=":04">{{Cite thesis|last=Alsaif|first= Abdulwahaa| date=April 2016| url=https://docplayer.net/64958269-Investigate-the-impact-of-social-media-on-students.html|title=Investigate The Impact of Social Media on Students – PDF|publisher=Cardiff Metropolitan University|type=BS|access-date=2018-12-10}}</ref> |
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=== Canada === |
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==Device integration in the classroom== |
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The Peel District School Board (PDSB) in Ontario accepted the use of social media in the classroom. In 2013, the PDSB introduced BYOD and unblocked many social media sites. That was later replaced by a policy that dealt specifically with social media.<ref>{{Cite web |date=May 25, 2022 |title=Social Media Policy |url=https://www.peelschools.org/documents/16.3_SocialMediaPolicy.pdf/16.3_SocialMediaPolicy.p |website=peelschools.org}}</ref> |
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Technology integration focuses on students rather than revolving around the teachers. In a classroom with a whiteboard and a single computer, the learning will revolve around the teacher.<ref>{{cite web|url=https://www.edutopia.org/technology-integration-guide-description|title=What Is Successful Technology Integration?|last1=Shaffner|first1=Marian|website=Edutopia|publisher=George Lucas Educational Foundation|access-date=10 November 2018}}</ref> With the use of technology, the learning environment can benefit both the teacher and the student.<ref>{{cite web|url=http://www.teachhub.com/benefits-technology-classroom|title=Benefits of Technology in the Classroom|last1=Cox|first1=Janelle|website=TeachHUB|access-date=10 November 2018}}</ref> |
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== Uses == |
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By looking at social media as its distinct language type, it breaks down a barrier for teachers, allowing them to integrate it into the classroom more easily. Social media in the classroom can work together by changing the approach to teaching as it becomes easier for both the teacher and the student to understand. With the use of technology, the learning environment can evolve.<ref>Cox, Janelle. "Benefits of Technology in the Classroom". TeachHUB. Retrieved 10 November 2018.</ref> It allows students to conduct research inside the classroom when needed. Students can complete assignments online with the use of technology inside the classroom, reducing the drastic use of paper. Students can bring their own devices to school to complete coursework. If a student does not own a device, the school can provide these devices to students in need of them. |
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=== Classroom === |
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The use of technology in the classroom can be very positive. Technology can support and improve the learning environment. As technology is becoming more predominant in the world today, teachers believe that developing these technological skills among students can be very beneficial for entering the workforce.<ref name="use"/> The advent of online textbooks has made tablets and laptops widely popular in the classroom. With this ability, students can readily access these resources anywhere at any time. They can be used for interactive activities involving polls, note-taking, recording data, and research. |
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In the classroom, social media offers a way to systematically distribute and gather information from students. Teachers can supply documents, and audio/video media to students for immediate or later use. |
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One study on higher education reported that devices and social media:<ref>{{Cite journal |last1=Gikas |first1=Joanne |last2=Grant |first2=Michael M. |date=October 2013 |title=Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media |journal=The Internet and Higher Education |volume=19 |pages=18–26 |doi=10.1016/j.iheduc.2013.06.002 |issn=1096-7516}}</ref> |
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Social media has a strong impact on students. In a dissertation by [[Cardiff Metropolitan University]] student Abdulwahaab Alsaif, surveys focused on the impact of social media reflected that 54.6% of students believed that social media affected their studies positively (38% agree, 16.6% strongly agree). About 40% disagreed, and 4.7% of students strongly disagreed that social media helps them in their studies. According to the results, social media impacts both genders. 53% of female students reported that social media negatively impacted their studies, while 46% disagreed with this point. Of the male students, 40% agreed that social media has a negative impact on studies, while 59% disagreed.<ref name=":04"/> |
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* created opportunities for interaction |
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The impact of using technology within classrooms can have a negative effect as well. A [[Yale University]] publication shows that students who used laptops in class for non-academic reasons had poorer class performance overall.<ref name="use">{{cite web|url=https://ctl.yale.edu/Using-Electronic-Devices-in-Class|title=Use of Electronic Devices in Class|website=Yale Center for Teaching and Learning|publisher=Yale|access-date=10 November 2018}}</ref> These students spent most of their time on social media websites, online shopping, and other personal usages. Teachers must develop rules when using technology inside the classroom. The use of technology should not disrupt a teacher's lecture. |
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* provided occasions for collaboration |
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* sped up information access |
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* offered more ways to learn |
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* situated learning. |
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Frustrations included anti-technology instructors, device challenges, and devices as a distraction. |
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A study looked at students’ in-depth perspectives on learning with cell phones, smartphones, and social media in higher education and revealed that mobile computing devices and social media created opportunities for interaction and provided occasions for collaboration and constant connectivity. Other benefits included accessing information quickly and conveniently, a variety of ways to learn, and situated learning. Frustrations that students experienced while learning with mobile devices included anti-technology instructors, device challenges, and devices as a distraction.<ref>{{Cite journal|last1=Gikas|first1=Joanne|last2=Grant|first2=Michael M.|date=October 2013|title=Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media|journal=The Internet and Higher Education|volume=19|pages=18–26|doi=10.1016/j.iheduc.2013.06.002|issn=1096-7516}}</ref> |
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Social media in classrooms can have a negative effect. A [[Yale University]] publication reported that students who used laptops in class for non-academic reasons had poorer performance. Students spent most of their time on social media, shopping, and other personal activities.<ref name="use">{{cite web |title=Use of Electronic Devices in Class |url=https://ctl.yale.edu/Using-Electronic-Devices-in-Class |access-date=10 November 2018 |website=Yale Center for Teaching and Learning |publisher=Yale}}</ref> |
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== Apps and services == |
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Recent developments in technology have changed how and what students learn in the classroom. The internet gives students access to more resources, in terms of both research and learning tools. Technology has become critical for students when they must find and decide which sources are credible for internet research.<ref>{{cite web |title=The Internet as a Learning Tool |url=http://www.csun.edu/~ac64224/paper2.html |website=www.csun.edu |access-date=11 November 2018}}</ref> Students can also engage in [[active learning]] by using devices to participate in their field and [[Service-learning|service learning]] by working with organizations outside the classroom to solve problems and create new projects.<ref>{{cite web |last1=Kembel |first1=George |title=The Classroom in 2020 |url=https://www.forbes.com/2010/04/08/stanford-design-2020-technology-data-companies-10-education.html#26401e1e4ee4 |website=www.forbes.com |access-date=11 November 2018}}</ref> Many individuals are seeing the internet as a chance for peer support. It allows students to depend on each other through social media and other internet outlets. When using the internet or social media for education, a positive effect on communication and digital literacy is established between students and teachers.<ref>{{Cite journal|last1=Greenhow|first1=Christine|last2=Lewin|first2=Cathy|date=2015-07-16|title=Social media and education: reconceptualizing the boundaries of formal and informal learning|journal=Learning, Media and Technology|volume=41|issue=1|pages=6–30|doi=10.1080/17439884.2015.1064954|s2cid=60528633|issn=1743-9884|url=https://e-space.mmu.ac.uk/617955/3/Recrafting%20formal%20education%20final%20draft%20post-refereeing.pdf}}</ref> |
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Social media has helped many educators mentor their students more effectively.<ref name="Raths 2012 28">{{Cite journal |last=Raths |first=David |date=2012 |title=Are You Ready for BYOD: Advice from the Trenches on How to Prepare Your Wireless Network for the Bring-Your-Own-Device Movement |url=https://www.questia.com/library/journal/1G1-292008620/are-you-ready-for-byod-advice-from-the-trenches-on |journal=THE Journal (Technological Horizons in Education) |volume=39 |issue=4 |pages=28}}</ref> |
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Students can also use their devices to access [[learning management systems]] like [[Blackboard Inc.|Blackboard]] and Canvas. Students can complete their work anywhere as long as they have internet service, which grants them more freedom outside the classroom. Given the recent COVID-19 pandemic and most schools being closed, applications like [[Zoom (software)|Zoom]] and [[Microsoft Teams]] have become of great help for students to learn outside an actual classroom. There are some cases where students feel that being in the virtual classroom setting on Zoom is a distraction, but others feel they can engage in school more than they would in person.<ref>{{Cite journal|last1=Brainard|first1=Robert|last2=Watson|first2=Lewis|date=April 2020|title=Zoom in the Classroom: Transforming Traditional Teaching to Incorporate Real-Time Distance Learning in a Face-to-Face Graduate Physiology Course|journal=The FASEB Journal|language=en|volume=34|issue=S1|pages=1|doi=10.1096/fasebj.2020.34.s1.08665|s2cid=218782073|issn=0892-6638|doi-access=}}</ref> Along with the Microsoft Teams application, Microsoft has introduced many other platforms which is used by millions of students worldwide. These additional platforms include [[Microsoft OneNote|OneNote]], [[Microsoft Excel|Excel]], and [[Microsoft PowerPoint|PowerPoint]]. Through OneNote, educators can distribute assignments, notes, quizzes, etc. to their students, and students can use it as a "digital note-taking app".<ref>{{Cite web |title=Microsoft OneNote |url=https://www.onenote.com/ |access-date=2022-12-01 |website=www.onenote.com |language=en-US}}</ref> Microsoft Excel is an advanced spreadsheet app with numerous functions such as data analysis and organization, graphing abilities, financial models, programming, and time management.<ref>{{Cite web |title=Excel Definition |url=https://corporatefinanceinstitute.com/resources/excel/excel-definition-overview/ |access-date=2022-12-01 |website=Corporate Finance Institute |language=en-US}}</ref> Students and professionals in various fields alike have benefitted significantly due to the many functions Excel provides. Finally, due to its easy-to-use nature and unlimited design elements, Microsoft PowerPoint is very commonly used by students to create slideshows for school projects and other presentations.<ref>{{Cite web |title=Microsoft PowerPoint Slide Presentation Software {{!}} Microsoft 365 |url=https://www.microsoft.com/en-us/microsoft-365/powerpoint |access-date=2022-12-01 |website=www.microsoft.com |language=en-us}}</ref> |
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Social media has allowed for the expansion of learning outside of the classroom through collaboration and innovation. One specific study, "exploring education-related use of social media," calls this "audience connectors." Audience connectors are shown to bring students together while studying through the WhatsApp app and [[Facebook]]. This study shows that; "60 percent [of students in the study] agreed that technology changes education for the better." While social media can promote a beneficial education platform, there are downsides that present themselves. There is a concern that students are becoming good at "lifting material from the internet" rather than enhancing their actual understanding. Another downside is the ever-dwindling attention spans of students because of social media. A concern raised by the students of this study showed how many use spell-check as a crutch and will see a trend of points taken off when spell-check is not an option.<ref>{{Cite journal|url=https://doi.org/10.1108/ET-07-2017-0105|doi=10.1108/ET-07-2017-0105|title=Exploring education-related use of social media: Business students perspectives in a changing India|year=2018|last1=Bharucha|first1=Jehangir|journal=Education + Training|volume=60|issue=2|pages=198–212}}</ref> |
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=== Outside of class === |
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Apps like [[Twitter]] have allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers have used Twitter to post assignments directly on the class account and students have the opportunity to practice commenting and liking messages.<ref>Figueroa, Ariana. “Teach Students To Use Social Media (The Right Way) And The Possibilities Are Endless.” National Public Radio, 26 January 2018, https://www.npr.org/sections/ed/2018/01/26/579955559/teach-students-to-use-social-media-the-right-way-and-the-possibilities-are-endle. Accessed 2021.</ref> |
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Social media offer a venue for video calls, stories, feeds, and game playing that can enhance the learning process.<ref>{{Cite journal |last1=Lambton-Howard |first1=Daniel |last2=Kiaer |first2=Jieun |last3=Kharrufa |first3=Ahmed |year=2020 |title='Social media is their space': Student and teacher use and perception of features of social media in language education |journal=Behaviour & Information Technology |volume=40 |issue=16 |pages=1–16 |doi=10.1080/0144929X.2020.1774653 |s2cid=225739907}}</ref> |
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Teachers can utilize social media to communicate with their students.<ref name="Faizi-2013">{{Cite journal |last1=Faizi |first1=Rdouan |last2=El Afia |first2=Abdellatif |last3=Chiheb |first3=Raddouane |date=2013-10-11 |title=Exploring the Potential Benefits of Using Social Media in Education |journal=International Journal of Engineering Pedagogy |volume=3 |issue=4 |pages=50–53 |doi=10.3991/ijep.v3i4.2836 |doi-access=free |issn=2192-4880}}</ref> |
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Other apps have developed a combination of learning tasks with elements of social media. [[Quizlet]] is an example, allowing users to create flashcard sets that are always available to study; taking these card sets and automatically generating practice tests and other activities to help students study. There is opposition to learning websites such as [[Quizlet]] as individuals believe it makes it easier for students to cheat, claiming that students can use their phones during the test to look up answers and can pass off other students' work as their own.<ref>{{cite web |last1=Kolodny |first1=Lora |title=Popular study app Quizlet faces a moment of truth as a new school year begins |url=https://www.cnbc.com/2017/08/23/quizlet-a-popular-study-app-faces-a-moment-of-truth.html |website=www.cnbc.com |date=23 August 2017 |access-date=11 November 2018}}</ref> There are apps where pictures could be taken of a specific question and students receive an answer in the span of a few seconds. |
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Social media can provide students with resources that they can utilize in essays, projects, and presentations. Students can easily access comments made by teachers and peers and offer feedback to teachers.<ref>{{cite journal |last1=Ahlquist |first1=J |date=2014 |title=Trending Now: Digital Leadership Education Using Social Media and the Social Change Model |journal=Journal of Leadership Studies |volume=8 |issue=2 |pages=57–60 |doi=10.1002/jls.21332}}</ref> |
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Social media can offer students the opportunity to collaborate by sharing information without requiring face to face meetings.<ref name="Greenhow-2016">{{Cite journal |last1=Greenhow |first1=Christine |last2=Lewin |first2=Cathy |year=2016 |title=Social media and education: Reconceptualizing the boundaries of formal and informal learning |journal=Learning, Media and Technology |volume=41 |pages=6–30 |issn=1743-9884 |doi=10.1080/17439884.2015.1064954 |s2cid=60528633 |url=https://e-space.mmu.ac.uk/617955/3/Recrafting%20formal%20education%20final%20draft%20post-refereeing.pdf}}</ref> |
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College institutions are adapting many social media platforms into their educational systems to improve communication with students and the overall quality of student life.<ref>{{Cite news|url=https://www.lcibs.co.uk/the-role-of-social-media-in-education/|title=The Role of Social Media in Education|date=2017-07-20|work=LCIBS|access-date=2018-11-04|language=en-US|archive-date=2020-07-26|archive-url=https://web.archive.org/web/20200726190222/https://www.lcibs.co.uk/the-role-of-social-media-in-education/|url-status=dead}}</ref> It provides colleges with an easy fast method of communication and allows them to give and receive feedback to students. Social media usage has skyrocketed over the past decade as present research shows that almost all college students use some form of social networking website. Conducted studies show that 99% of college students who use social media use Facebook and 35% use Twitter. Facebook and Twitter have become the dominant forms of social media platforms that have successfully grown in popularity.<ref>{{Cite web |title=role of media in health education wikipedia |url=http://www.intaninvest.net/must-watch-tmk/role-of-media-in-health-education-wikipedia-92bc13 |access-date=2023-09-10 |website=www.intaninvest.net |language=en-US}}</ref> In order to communicate with students and provide information conveniently, educational institutions use social media platforms such as Twitter, Facebook, and YouTube. Institutions also consider communicating information through the usage of technology a vital part of student success. Many American classrooms have created social media pages where teachers post assignments and interact with their students. Schools have felt the need to make regulations for how students and faculty interact online. Many teachers refrain from "friending" or "following" their students online because it can become too personal.<ref>{{Cite news|url=https://www.npr.org/sections/ed/2018/01/26/579955559/teach-students-to-use-social-media-the-right-way-and-the-possibilities-are-endle|title=Teach Students To Use Social Media (The Right Way) And The Possibilities Are Endless|work=NPR.org|access-date=2018-10-24|language=en}}</ref> |
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Social media can allow students to more easily connect with experts, to go beyond course materials. Instructors in a 2010 study reported that online technologies (social media) can help students become comfortable having discussions outside the classroom better than traditional means.<ref>{{Cite journal |last1=Mugahed Al-Rahmi |first1=Waleed |last2=Othman |first2=Mohd Shahizan |title=The Impact of Social Media use on Academic Performance among university students: A Pilot Study |url=https://www.researchgate.net/publication/283723637 |journal=Journal of Information Systems Research and Innovation |pages=3–5}}</ref> |
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A study in 2015 showed that students and young adults are using newer social media platforms like [[Instagram]], [[Twitter]], [[Tumblr]], [[Reddit]], etc. more than ever before.<ref>{{Cite journal|last1=Faizi|first1=Rdouan|last2=El Afia|first2=Abdellatif|last3=Chiheb|first3=Raddouane|date=2013-10-11|title=Exploring the Potential Benefits of Using Social Media in Education|journal=International Journal of Engineering Pedagogy |volume=3|issue=4|pages=50|doi=10.3991/ijep.v3i4.2836|issn=2192-4880|doi-access=free}}</ref> They are using these platforms not only to be in contact with other students but they are using it to keep up with their school and other things. Many schools have adapted to using social media outlets in 2021. Many have their own social media platforms and post things that are relevant to the school. Many teachers are using social media channels and video outlets to interact with students. Teachers may post on social media about class activities, school events, and homework assignments which is very helpful to those students who may not listen in class. They can also use outlets like [[YouTube]] and [[Zoom Video Communications|Zoom]] to record their classes and lectures ahead of time and post them to help them dedicate more time in class for other things. Through social media, educators can teach good digital citizenship and the use of the Internet for productivity.<ref>{{Cite web |title=Solved Positive Effect of Social Media on Education Social {{!}} Chegg.com |url=https://www.chegg.com/homework-help/questions-and-answers/positive-effect-social-media-education-social-media-gives-way-students-effectively-reach-r-q69447515 |access-date=2023-09-10 |website=www.chegg.com |language=en-US}}</ref> In 2021 technology is expanding and with the world in a global pandemic teaching online and students attending school is making technology even more important. Now teachers are using many different outlets to reach their students [[Zoom Video Communications|Zoom]], [[Slack (software)|Slack]], [[Instagram]], [[Google Classroom]], [[Canva]], and [[Canvas Networks|Canvas]] making it easier to connect and communicate with students.<ref>{{Cite web |last=Lowry |first=Grady A. |date=2023-01-03 |title=How Can Social Media Be Used In Education? |url=https://www.saradaschool.in/educational-issues/how-can-social-media-be-used-in-education.html |access-date=2023-09-10 |website=Education Portal for Students in India |language=en-US}}</ref> |
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Teachers may face some risk when using social media outside the classroom, without appropriate work rules.<ref>{{cite web |last1=Grisham |first1=Lori |date=April 9, 2014 |title=Teachers, Students and Social Media: Where is the Line |website=[[USA Today]] |url=https://www.usatoday.com/story/news/nation-now/2014/04/09/facebook-teachers-twitter-students-schools/7472051/ |access-date=22 November 2018}}</ref> |
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Studies explores how college students' engagement with social media platforms influences their communication preferences and habits, particularly in relation to using school email for academic purposes.<ref>{{Cite journal |last1=Ha |first1=Louisa |last2=Joa |first2=Claire Youngnyo |last3=Gabay |first3=Itay |last4=Kim |first4=Kisun |date=2018-01-01 |title=Does college students' social media use affect school e-mail avoidance and campus involvement? |journal=Internet Research |volume=28 |issue=1 |pages=213–231 |doi=10.1108/IntR-11-2016-0346 |issn=1066-2243}}</ref> |
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=== Beyond learning === |
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Social media offers another communication channel between teachers and students that is private and confidential. |
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Research delves into the global reach of social media, emphasizing its role in transcending geographical boundaries and fostering cross-cultural exchanges.<ref>{{Cite book |vauthors=Miller D, Costa E, Haynes N, McDonald T, Nicolescu R, Sinanan J, Spyer J, Venkatraman S, Wang X |title=How the World Changed Social Media |date=29 February 2016 |publisher=UCL Press |location=London, UK |language=en |doi=10.14324/111.9781910634493 |doi-access=free |url=https://discovery.ucl.ac.uk/id/eprint/1474805/1/How-the-World-Changed-Social-Media.pdf |isbn=978-1-910634-49-3}}</ref> |
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=== Professional development === |
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Social media can aid [[professional development]], as teachers become students, enhancing knowledge transfer, skill master, and collaboration.<ref>{{Cite journal |last=Mostafa |first=Fariba |date=August 2021 |title=Social media: A flexible collaborative learning space for teacher professional learning to integrate education for sustainability in schools |url=https://search.informit.org/doi/10.3316/INFORMIT.042663836617596 |journal=Journal of Open, Flexible and Distance Learning |volume=25 |issue=1 |pages=32–44|doi=10.61468/jofdl.v25i1.443 |doi-access=free }}</ref> |
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=== Non-academic uses === |
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Schools can use social media to make public announcements. Teachers and administrators can communicate other important information to parents and students and to receive feedback from them.<ref name="Faizi-2013" /> Families can keep up with school events and policies.<ref name="Wade-2017">{{Cite web |last=Wade |first=Lori |date= |title=How Social Media Is Reshaping Today's Education System |url=https://csic.georgetown.edu/magazine/social-media-reshaping-todays-education-system/ |id=[72]}}</ref> |
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=== Ecology education === |
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Environmental education (nature eductaion/ forest education) in social media (Facebook, Instarghram, Youtube etc.) |
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For several years, we have been observing the activity of people interested in nature on social media. We can distinguish the activity of various organizations, e.g. non-governmental organizations and Internet users often not related by education or profession to forestry and related sciences. Interested users have integrated by establishing nature-related groups on Facebook. |
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'''The potential of using social media in ecological, nature and forest education e.t.c.''' |
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# virtual nature groups can be great for promoting good habits in forest tourism and recreation (nature ethics), by entering general rules in the regulations by administrators, e.g. "DO NOT PICK UP PLANTS UNKNOWN TO US", which is to protect rare species from pointless picking. |
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# social media activity motivates people to learn about nature in the field, allows them to gain knowledge, dispels popular myths, enables contact with scientists and practitioners, promotes valuable literature, websites, and at the same time reveals distortions and substantive errors in popular news services. |
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# contact is not only virtual, despite financial barriers and distance, Internet users organize nature conventions. Such meetings are an opportunity not only to make friends, but also to learn about nature together and have fun. |
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# the possibility of contact between scientists and nature lovers via Facebook has become a source of cooperation in species inventory, e.g. the online campaign of the NATRIX Herpetological Society, which consists not only of collecting reports of observations of the smooth snake by Internet users, but also of drawing attention to the biology and threats to this species. |
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Social media have become a place where education about the forest quickly reaches people of different ages and social status. The nature groups that have been created, in which nature lovers, biologists, foresters and scientists participate, can have a real impact on the state of knowledge and data collection through citizen science.<ref>{{cite journal |title=Getting to know the potential of social media in forest education |journal=Leśne Prace Badawcze |date=2019 |volume=80 |issue=2 |pages=159–166 |doi=10.2478/frp-2019-0014|doi-broken-date=7 December 2024 }}</ref> |
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== Apps and services == |
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Social media can allow students to participate in their field by working with organizations outside the classroom.<ref>{{cite web |last1=Kembel |first1=George |title=The Classroom in 2020 |url=https://www.forbes.com/2010/04/08/stanford-design-2020-technology-data-companies-10-education.html#26401e1e4ee4 |website=www.forbes.com |access-date=11 November 2018}}</ref> By offering easier access to peers outside the classroom, students can broaden their perspectives and find support resources.<ref name="Greenhow-2016"/> |
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Social media aided learning outside of the classroom through collaboration and innovation. One specific study, "Exploring education-related use of social media," called this "audience connectors". Audience connectors bring students together while studying with [[WhatsApp]] and [[Facebook]]. This study reported that "60 percent [of students in the study] agreed that technology changes education for the better." While social media can promote a beneficial education platform, downsides exist. Students may become skilled at "lifting material from the internet" rather than enhancing their personal understanding. Another downside is student attention spans decline. A concern raised by the students of this study showed how many use spell-check as a crutch and will see a trend of points taken off when spell-check is not an option.<ref>{{Cite journal |doi=10.1108/ET-07-2017-0105|title=Exploring education-related use of social media: Business students perspectives in a changing India|year=2018 |last1=Bharucha|first1=Jehangir|journal=Education + Training|volume=60|issue=2|pages=198–212|issn=0040-0912}}</ref> |
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Apps like [[Twitter|X]] allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers can post assignments on the class account and students can practice commenting on, reposting, and liking posts.<ref name=NPR.org>{{cite web |last=Figueroa |first=Ariana |title=Teach Students To Use Social Media (The Right Way) And The Possibilities Are Endless |date=26 January 2018 |url=https://www.npr.org/sections/ed/2018/01/26/579955559/teach-students-to-use-social-media-the-right-way-and-the-possibilities-are-endle |publisher=National Public Radio}}</ref> |
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Some researchers report that social media applications such as blogging may help kids become creative. Some studies particularly refer to the convenience that social media offers for shy students and youngsters who are thus enabled to exchange and express views.<ref>{{Cite journal |last=Burbules |first=Nicholas C. |date=2016-08-29 |title=How We Use and Are Used by Social Media in Education |journal=Educational Theory |volume=66 |issue=4 |pages=551–565 |doi=10.1111/edth.12188 |issn=0013-2004}}</ref> |
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College institutions are adapting social media into their educational systems to improve communication with students and the overall quality of student life.<ref>{{Cite news |url=https://www.lcibs.co.uk/the-role-of-social-media-in-education/ |title=The Role of Social Media in Education |date=2017-07-20 |work=LCIBS |access-date=2018-11-04 |language=en-US |archive-date=2020-07-26 |archive-url=https://web.archive.org/web/20200726190222/https://www.lcibs.co.uk/the-role-of-social-media-in-education/}}</ref> It provides colleges with an easy and fast method of communication and provides another medium for giving and receiving feedback to/from students. Almost all college students use some form of social media. Studies reported that 99% of college students who use social media use Facebook and 35% use X. Other popular services include [[Instagram]], [[Reddit]], and [[Tumblr]].<ref>{{Cite web |title=role of media in health education wikipedia |url=http://www.intaninvest.net/must-watch-tmk/role-of-media-in-health-education-wikipedia-92bc13 |access-date=2023-09-10 |website=www.intaninvest.net |language=en-US}}</ref> Many American classrooms created social media pages where teachers post assignments and interact with students. Schools have made rules for how students and faculty interact online.<ref name=NPR.org/> A 2013 study reported that students and young adults are using newer social media platforms more than ever before.<ref name="Faizi-2013" /> They are using these platforms to connect with other students and to keep up with their school. Many schools adapted to using social media outlets by 2021. Outlets such as [[YouTube]] and [[Zoom Video Communications|Zoom]] can record classes and lectures and post them to allow students to watch them outside class and dedicate more class time to other activities.<ref>{{Cite web |title=Solved Positive Effect of Social Media on Education Social |website=Chegg.com |url=https://www.chegg.com/homework-help/questions-and-answers/positive-effect-social-media-education-social-media-gives-way-students-effectively-reach-r-q69447515 |access-date=2023-09-10 |language=en-US}}</ref> Newer services include [[Zoom Video Communications|Zoom]], [[Slack (software)|Slack]], [[Instagram]], [[Google Classroom]], [[Canva]], and [[Canvas Networks|Canvas]].<ref>{{Cite web |last=Lowry |first=Grady A. |date=2023-01-03 |title=How Can Social Media Be Used In Education? |url=https://www.saradaschool.in/educational-issues/how-can-social-media-be-used-in-education.html |access-date=2023-09-10 |website=Education Portal for Students in India |language=en-US}}</ref> |
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===Facebook=== |
===Facebook=== |
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Using [[Facebook]] in class allows for both |
Using [[Facebook]] in class allows for both asynchronous and synchronous speech via a familiar medium that supports multimodal content such as photographs, video, and links to other pages and sites. Further, it allows students to ask questions that they might not otherwise feel motivated to ask in person.<ref name="Moody, M. 2010 pp. 1-9">{{cite journal |last1=Moody |first1=M |date=Spring 2010 |title=Teaching Twitter and Beyond: Tip for Incorporating Social Media in Traditional Courses |url=http://aejmcmagazine.arizona.edu/Journal/Spring2010/Moody.pdf |journal=Journal of Magazine & New Media Research |volume=11 |issue=2 |pages=1–9 |access-date=2022-01-16 |archive-date=2020-10-31 |archive-url=https://web.archive.org/web/20201031033348/https://aejmcmagazine.arizona.edu/Journal/Spring2010/Moody.pdf |url-status=dead }}</ref> Students manage their own privacy settings. Facebook is an alternative means for students to be able to voice their thoughts in and outside the classroom. Students can organize their thoughts in writing before expressing them.<ref name="Moody, M. 2010 pp. 1-9"/> Further, the level of informality typical to Facebook can aid self-expression and encourage more frequent student-and-instructor and student-and-student interactions. Towner and Munoz note that such informality may not be comfortable for all educators and students. |
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Facebook may be less efficient than conventional [[Virtual learning environment|course management systems]], both because of its limitations in uploading assignments and due to resistance to its use in education. Specifically, some features of student-to-student collaboration may be conducted more efficiently on dedicated systems that support organization of posts in a nested/linked format. That said, several studies suggest that students post to discussion forums more frequently and are generally more active participants on Facebook posts versus conventional ([[WebCT]], [[Blackboard Inc.|Blackboard]]).<ref>{{cite journal |last1=Chu |first1=Melanie |last2=Meulemans |first2=Yvonne Nalani |title=The Problems and Potential of MySpace and Facebook Usage in Academic Libraries |journal=Internet Reference Services Quarterly |date=11 October 2008 |volume=13 |issue=1 |pages=69–85 |doi=10.1300/J136v13n01_04|s2cid=62727311 }}</ref><ref name="educause.edu">{{cite web |first1=G. |last1=Salaway |first2=J. |last2=Caruso |first3=R. |last3=Mark |title=The ECAR study of undergraduate students and information technology |year=2008 |location=Boulder, Colo. |work=EDUCAUSE Center for Applied Research |url=http://www.educause.edu/ecar |access-date=15 November 2011}}</ref><ref>{{cite journal |first1=J. |last1=Schroeder |first2=T. J. |last2=Greenbowe |year=2009 |title=The chemistry of Facebook: Using social networking to create an online community for the organic chemistry laboratory |journal=Innovate |volume=5 |issue=4 |page=3 |url=http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1015&context=innovate |format=PDF |access-date=10 April 2017}}</ref> |
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However, students with parents who have college experience are more likely to be active users than others.<ref>{{cite journal |doi=10.1111/j.1083-6101.2007.00396.x |title=Whose Space? Differences Among Users and Non-Users of Social Network Sites |journal=Journal of Computer-Mediated Communication |volume=13 |issue=1 |pages=276–97 |year=2007 |last1=Hargittai |first1=Eszter |doi-access=free }}</ref> The latter students may benefit from additional support in adapting to online activities.<ref>{{cite book |first1=T. |last1=Towner |first2=C. |last2=Muñoz |year= 2012|chapter=Facebook vs. Web courseware: A comparison |editor1=C. Cheal |editor2=J. Coughlin |editor3=S. Moore |title=Transformation in teaching: Social media strategies in higher education |publisher=Informing Science Institute |isbn=9781932886498}}</ref><ref>{{cite journal |doi=10.1080/17439880902923606 |title=Facebook, social integration and informal learning at university: 'It is more for socializing and talking to friends about work than for actually doing work' |journal=Learning, Media and Technology |volume=34 |issue=2 |pages=141–55 |year=2009 |last1=Madge |first1=Clare |last2=Meek |first2=Julia |last3=Wellens |first3=Jane |last4=Hooley |first4=Tristram |doi-access=free }}</ref> |
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=== |
===X=== |
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[[File:Content of tweets pie chart.png|thumb|A chart showing the content of "Tweets"–messages posted online on [[Twitter]]. By far, the largest categories of "Tweeting" were "pointless babble" and "controversial" topics.]] |
[[File:Content of tweets pie chart.png|thumb|A chart showing the content of "Tweets"–messages posted online on [[Twitter|X]]. By far, the largest categories of "Tweeting" were "pointless babble" and "controversial" topics.]] |
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[[Twitter]] can be used to enhance communication building and critical thinking. |
[[Twitter|X]] can be used to enhance communication building and critical thinking. A 2013 study utilized X in a graduate seminar, requiring students to post weekly to extend classroom discussions. Students reportedly used X to connect with content and other students. Students reported it "to be useful professionally and personally".<ref name=domizi>{{cite journal |last1=Domizi |first1=Denise P. |title=Microblogging To Foster Connections And Community in a Weekly Graduate Seminar Course |journal=TechTrends |date=10 January 2013 |volume=57 |issue=1 |pages=43–51 |doi=10.1007/s11528-012-0630-0|s2cid=62129244 }}</ref> A 2011 study of 132 students examined the link between social media and student engagement and social media and grades. They divided the students into two groups in which one used X while the other group did not. X was used to discuss material, organize study groups, post class announcements, and connect with classmates. Students in the X group achieved higher GPAs and greater engagement scores.<ref>{{cite journal |last1=Junco |first1=R. |last2=Heiberger |first2=G. |last3=Loken |first3=E. |year=2011 |title=The effect of Twitter on college student engagement and grades |journal=Journal of Computer Assisted Learning |volume=27 |issue=2 |pages=119–132 |doi=10.1111/j.1365-2729.2010.00387.x |s2cid=67755}}</ref> |
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A 2012 review examined literature about X published between 2008 and 2011. They concluded that X allowed students to participate with each other in class (by creating an informal "[[back channel]]") and extend discussion outside of class time. They reported that students used X to get news and connect with professionals in their field. Students reported that X-style [[microblogging]] encouraged students to "participate at a higher level" and that because posts could not exceed 140 characters, students were required to communicate concisely.<ref name="Gao2012">{{cite journal |last1=Gao |first1=F. |last2=Luo |first2=T. |last3=Zhang |first3=K. |year=2012 |title=Tweeting for learning: A critical analysis of research on microblogging in education published in 2008– 2011 |url=https://scholarworks.bgsu.edu/cgi/viewcontent.cgi?article=1035&context=vcte_pub |journal=British Journal of Educational Technology |volume=43 |issue=5 |pages=783–801 |doi=10.1111/j.1467-8535.2012.01357.x}}</ref> Some students found microblogging to produce [[information overload]]. The research reported that many students did not participate in the discussions, limiting themselves to reading other participants' posts.<ref name=Gao2012/> |
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===YouTube=== |
===YouTube=== |
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{{See also|Social impact of YouTube}} |
{{See also|Social impact of YouTube}} |
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[[File:TED talk Michael Pollan.jpg|thumb|Michael Pollan is pictured on the TED stage to give his presentation "A plant's-eye view". In this discussion of looking at society from the point of view of a plant, he reveals his radical views on politics, the economy, and the world in general.]] |
[[File:TED talk Michael Pollan.jpg|thumb|Michael Pollan is pictured on the TED stage to give his presentation "A plant's-eye view". In this discussion of looking at society from the point of view of a plant, he reveals his radical views on politics, the economy, and the world in general.]] |
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[[YouTube]] is |
[[YouTube]] is frequently used as a classroom tool.<ref>{{Cite web |first= |title=Most Visited Websites In The World |url=https://www.similarweb.com/top-websites/}}</ref> Students can watch videos, comment, and discuss content. Students and teachers can also create videos. A 2011 study reported that YouTube increased participation, personalization (customization), and productivity. Students' digital skills improved and peer learning and problem-solving increased.<ref>{{cite journal |last1=Sherer |first1=Pamela |last2=Shea |first2=Timothy |title=Using Online Video to Support Student Learning and Engagement |journal=College Teaching |date=4 April 2011 |volume=59 |issue=2 |pages=56–59 |doi=10.1080/87567555.2010.511313|s2cid=143936666 }}</ref> A 2012 study reported that videos kept students' attention, generated subject matter interest, and clarified course content.<ref>{{cite journal |last1=Eick |first1=C.J. |last2=King |first2=D.T. |year=2012 |title=Non-science majors' perceptions on the use of YouTube video to support learning in an integrated science lecture |url=https://www.learntechlib.org/p/90545 |url-access=subscription |journal=Journal of College Science Teaching |volume=42 |issue=1 |pages=26–30 }}</ref> Students reported that videos helped them recall information and visualize real-world applications. |
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In the early 2000s, [[Salman Khan (educator)|Salman Khan]] began uploading short educational videos to YouTube. His videos grew popular, leading to the formation [[Khan Academy]], which formalized and commercialized the project.<ref>{{Cite journal|last=Severance|first=Charles|date=January 2015|title=Khan Academy and Computer Science|journal=Computer|volume=48|issue=1|pages=14–15|doi=10.1109/mc.2015.18|issn=0018-9162|doi-access=free}}</ref> Another popular YouTube channel is TED that posts [[TED (conference)|TED Talks]], (videos of presentations and discussions). Professionals such as scientists, researchers, doctors, and others present concise lectures aimed at a general audience.<ref>{{Cite web |title=TED Talks |url=https://www.ted.com/about/programs-initiatives/ted-talks |access-date=2022-12-01 |website=www.ted.com |language=en}}</ref> A 2021 study reported that YouTube caters to diverse learning styles. Videos on YouTube have proliferated to the extent that in-depth content is available on essentially every topic.<ref>{{Cite web |last=Sharma |first=Dr. Trishu |date=2021 |title=A study of YouTube as an effective educational tool |url=https://www.cibgp.com/article_9383_e81004d9b09ca13e5e7063f540b82e92.pdf |url-status=dead |access-date=2022-12-01 |website=cibgp.com |archive-date=2022-12-01 |archive-url=https://web.archive.org/web/20221201215733/https://www.cibgp.com/article_9383_e81004d9b09ca13e5e7063f540b82e92.pdf }}</ref> |
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=== Learning management systems === |
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[[Blackboard Inc.|Blackboard]], [[Moodle]], and [[Slack (software)|Slack]] created platforms to enhance learning and monitor assignments. For instance, [[Learning management system|LMSs]] provide communication tools such as forums and chat rooms. Forums create a space where students can share ideas, ask questions, and collaborate. While these systems support social functions, they are somewhat distinct from conventional social media as their primary goal is to support learning and teaching rather than social interaction. |
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=== Slack === |
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[[Slack (software)|Slack]] (2007) has been a communication device that has been used by employees and jobs worldwide. It has the basic features of any social media site - writing, videos, replies and messages are the main usages by workers. It has a similar design like [[Twitter]] and [[Discord]] and with the familiar design used by students alike, creating networks for teachers and students to use for writing and connecting with their peers.<ref name="Richter-2022">{{Cite journal |last=Richter |first=Jacob |date=2022-08-01 |title="Inventing Network Composition: Mobilizing Rhetorical Invention and Social Media for Digital Pedagogy" |url=https://tigerprints.clemson.edu/all_dissertations/3077/ |journal=[[All Dissertations.]] |issue=3077}}</ref> |
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Slack's design makes it user friendly for both students and teachers to use on any assignments or projects they might have to do. The way it's used makes it easy for students to be "involved and energetic" about writing. This comes from the usability of social media. Via a smartphone option, it allows students to be mindful about how they can use an app to do learning in a classroom. Schools, ultimately, have an inexpensive option that provides students with another way to access learning.<ref name="Richter-2022" /> |
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In the educational context, Slack serves as a versatile platform for collaboration. Teachers and students use it to create channels for class discussions, share resources, and manage group assignments. Public and private channels make it easy to declare a difference between transparency and inclusivity and a selected audience. Additionally, its union with other apps like Google Drive and Zoom enable seamless workflows, particularly in remote learning environments. Its accessibility across devices ensures that participants can remain connected and engaged. |
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However, there are a few problematic issues with Slack. Data protection is updated infrequently, and complete issues with online work as interactions could be lessened.<ref>{{Cite journal |last=Müller |first=Stefan |date=March 2023 |title=How Slack Facilitates Communication and Collaboration in Seminars and Project-Based Courses |url=http://journals.sagepub.com/doi/10.1177/00472395231151910 |journal=Journal of Educational Technology Systems |language=en |volume=51 |issue=3 |pages=303–316 |doi=10.1177/00472395231151910 |issn=0047-2395}}</ref> |
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== Impacts == |
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=== Communication skills === |
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A 2010 study reported that students were using social media more, and that this was positively impacting their communications. Studies by Maqableh, Quteshat, Masadeh, and Huda Karajeh in 2015 did not demonstrate negative impacts of social media on students.<ref name="Alsaif-2016" /> It has led to a deeper understanding of class material.<ref name="Faizi-2013" /><ref>{{Cite journal |title=Magda Chelly and Hanna Mataillet, "Social Media and the impact on education: Social media and home education," 2012 International Conference on E-Learning and E-Technologies in Education (ICEEE), 2012, pp. 236–239, doi: 10.1109/ICeLeTE.2012.6333388. |journal=IEEE |doi=10.1109/ICeLeTE.2012.6333388 |s2cid=7296552}}</ref> |
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Social media is becoming more accessible and easier to use, meaning that younger students can understand and use social media. Since the 2010s, there has been ongoing debate about whether social media has a place in the classroom. Many parents and educators have been concerned about the potential negative impact of social media use in schools. There are concerns that social media tools can be misused for [[cyberbullying]] or sharing inappropriate content.<ref>{{cite web |last=Kist |first=W. |year=2012 |title=Class get ready to tweet: Social media in the classroom. Our children |url=http://files.eric.ed.gov/fulltext/EJ991339.pdf |website=files.eric.ed.gov}}</ref> As a result, cell phones have been banned from some classrooms, and schools have gone so far as to block popular social media websites. However, despite apprehensions, students in industrialized countries are (or will be) active social media users. As a result, many schools have realized that they need to loosen restrictions, teach digital citizenship skills, and even incorporate these tools into classrooms. The Peel District School Board (PDSB) in Ontario is one of many school boards that has begun to accept the use of social media in the classroom. In 2013, the PDSB introduced a "Bring Your Own Device" (BYOD) policy and unblocked many social media sites.<ref>{{cite web |website=Peel District School Board |year=2014 |title=BYOD |url=http://www.peelschools.org/aboutus/21stCentury/byod/Pages/default.aspx}}</ref> Fewkes and McCabe (2012) have researched about the benefits of using Facebook in the classroom.<ref>{{Cite journal |last1=Fewkes |first1=A. |last2=McCabe |first2=M. |year=2012 |title=Facebook: Learning Tool or Distraction? Journal of Digital Learning in Teacher Education, 28(3) |issue=3 |pages=92–98 |url=http://eric.ed.gov/?id=EJ972449 |journal=Journal of Digital Learning in Teacher Education|volume=28 |doi=10.1080/21532974.2012.10784686 |s2cid=220297586 }}</ref> Some schools permit students to use [[smartphone]]s or [[tablet computer]]s in class as long as the students are using these devices for academic purposes, such as doing research. |
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Weisberger hypothesized that social media can increase learning engagement levels (student-student, student-instructor, and student-content) and the development of learning skills, such as reflection, critical thinking, construction of knowledge and understanding of one's learning process. According to a 2014 review this was supported by Junco, Heiberger, and Loken (2011) and Blaschke, Porto, and Kurtz (2010).<ref>{{Cite journal |last=Blaschke |first=Lisa Marie |date=2014-11-17 |title=Using social media to engage and develop the online learner in self-determined learning |url=https://journal.alt.ac.uk/index.php/rlt/article/view/1458 |journal=Research in Learning Technology |volume=22 |doi=10.3402/rlt.v22.21635 |issn=2156-7077 |doi-access=free}}</ref> |
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The use of social media in education has helped many educators mentor their students more effectively compared to previous teaching methods.<ref name=":3">{{Cite web |last=Wade |first=Lori |date= |title=How Social Media Is Reshaping Today's Education System |url=https://csic.georgetown.edu/magazine/social-media-reshaping-todays-education-system/ |id=[72]}}</ref> School administrators also receive some benefits when it comes to utilizing social media and technology within school grounds. Administrators can use social media to distribute school news to students and teachers and also establish network connections or start fundraising projects.<ref name=":3" /> |
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In 2020, a study done in order to [https://link.springer.com/article/10.1186/s40561-020-00118-7#article-info Explore the Role of Social Media in Collaborative Learning] suggests that there is a significant positive correlation between using social media for academic use and increased student participation. Because of the increase in student engagement, there is also a positive correlation in the students' academic performance. |
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Rather than compete with, or deny access to social media sites, some schools have embraced them, and are using them to further students' educations.<ref name="Raths 2012 28">{{Cite journal|last=Raths|first=David|date=2012|title=Are You Ready for BYOD: Advice from the Trenches on How to Prepare Your Wireless Network for the Bring-Your-Own-Device Movement|url=https://www.questia.com/library/journal/1G1-292008620/are-you-ready-for-byod-advice-from-the-trenches-on|journal=THE Journal (Technological Horizons in Education)|volume=39|issue=4|pages=28}}</ref> Rather school curriculums across the world should recognize the importance of social media in the lives of youngsters today and adapt it to make it a part of the collaborative learning that not only offers flexibility to students but also increases social media education and allows them to learn good social media practices.<ref>{{Cite journal |last=Mostafa |first=Fariba |title=Social media: A flexible collaborative learning space for teacher professional learning to integrate education for sustainability in schools |url=https://search.informit.org/doi/10.3316/INFORMIT.042663836617596 |journal=Journal of Open, Flexible and Distance Learning |volume=25 |issue=1 |pages=32–44 }}</ref> |
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=== Distraction === |
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Parents, students, and teachers use [[social media]] to connect and educational sites to communicate inside and outside the classroom. Programs like [[Blackboard Inc.|Blackboard]], [[Moodle]], and [[Slack (software)|Slack]] have created platforms to enhance the learning experience for students and make it easier for teachers to monitor their students' progress with assignments. For instance, LMSs provide communication tools like forums and chat rooms that enable students and teachers to interact with each other and discuss course-related topics. The forums, in particular, create a space where students can share ideas, ask questions, and collaborate with each other, which is similar to the experience of social media. However, these platforms are still distinct from social media platforms as their primary goal is to support learning and teaching rather than socializing. A 2018 study from Pew Research, 95% of teenagers currently had a cell phone and 45% of them stated they used social media consistently.<ref>{{Cite web|date=2018-05-31|title=Teens, Social Media & Technology 2018|url=https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/|access-date=2021-04-19|website=Pew Research Center: Internet, Science & Tech|language=en-US}}</ref> As technology in schools continue to grow throughout the nation, a survey from Cambridge International<ref>{{Cite book|title=Global Education Census Report|publisher=Cambridge Assessment International Education|year=2018}}</ref> (nearly 20,000 teachers and students (ages 12–19) from 100 countries) found that 48% of students use a desktop computer in class, 42% uses smartphones, 33% use interactive whiteboards and 20% use tablets. Desktop computers are used the most in classrooms more than tablets, 75% of desktop computers are in schools. On the other hand, teachers are moving away from the no phones at school rule, and are implementing them into their courses to keep students' attention in class.<ref>{{cite web |title=Teachers and Social Media: Rights and Responsibilities |url=http://www.findlaw.com |access-date=22 November 2018}}</ref><!-- OK, now you are getting to the important matter. This section could be expanded considerably, even into subheading sections like "legal issues" and "pedagogical issues." --> Additionally, teachers are at risk when using these platforms. For example, their use of social media outside of the classroom is not always protected by the teachers union.<ref>{{cite web |last1=Grisham |first1=Lori |title=Teachers, Students and Social Media: Where is the Line |url=http://www.usatoday.com |access-date=22 November 2018}}</ref> Educators take a risk when choosing to communicate with students outside of the classroom, especially when they are private conversations through social media. Transparency is the key to communicating with students. Teachers are choosing to use Twitter as a way to talk to their students because it is a social media site where posts and comments are open to the public. For example, instructors in a study conducted in 2010 reported that online technologies (social media) can help students become comfortable having discussions with their peers outside the classroom better than their traditional counterparts.<ref>{{Cite journal|last1=Mugahed Al-Rahmi|first1=Waleed|last2=Othman|first2=Mohd Shahizan|title=The Impact of Social Media use on Academic Performance among university students: A Pilot Study|url=https://www.researchgate.net/publication/283723637|journal=Journal of Information Systems Research and Innovation|pages=3–5}}</ref> |
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As the use of technology and social media has become more prevalent, some educators and parents have argued that they distract students in the classroom.<ref>{{cite journal |last1=Kist |first1=W. |date=December 2012 – January 2013 |title=Class get ready to tweet: Social media in the classroom |url=https://files.eric.ed.gov/fulltext/EJ991339.pdf |journal=Our Children}}</ref><ref name="Faizi-2013" /> This led many schools to block [[Internet access]] (including social media), or to ban phones in the classroom.<ref>{{Cite journal |last1=Obringer |first1=S. John |last2=Coffey |first2=Kent |date=2007 |title=Cell Phones in American High Schools: A National Survey |url=http://eric.ed.gov/?id=EJ847358 |journal=The Journal of Technology Studies |volume=33 |issue=1 |pages=41–47 |doi=10.21061/jots.v33i1.a.6 |doi-access=free}}</ref> |
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In the article neaToday by Kira Barrett it says "Recently, she noticed a student acting out in her classroom. “She was especially agitated and disrupted the class. After working with her, I found that she had a lot more going on, and it had to do with Instagram. Her so-called friends had called her names the evening before.”<ref name="Barrett-2024">{{Cite web |last=Barrett |first=Kira |title=Social Media's Impact on Students' Mental Health Comes Into Focus {{!}} NEA |url=https://www.nea.org/nea-today/all-news-articles/social-medias-impact-students-mental-health-comes-focus |access-date=2024-10-26 |website=www.nea.org |language=en}}</ref> |
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Social media is changing the dynamic of how teachers educate students; it is becoming a part of cultures within classrooms. Technology enhances education, creating a 'new culture of learning. Students, especially in colleges and universities use social media the majority of their time daily. Educators can incorporate a social media outlet that their students are using regularly. The increased presence of social media in higher education settings is an outlet for universities that want to reconnect with their students. |
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=== Inappropriate posting === |
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It has played a role in providing news updates to students and informing them about course activities. Zehra Mohsin, Falak Jamil, and Bhamani's study focused on students who usually waste their time when they work on their social media profiles. Hamade in 2013, in a study, provided that social media is positive in providing better linkage between family and friends and helps to be more social on socio-political grounds.<ref name=":04"/> With those social media sites come political and historical memes and videos that inform students about specific topics. Social media is important for students to learn and be part of a community when they are posting about a certain topic or using a hashtag to join a movement. |
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Since the 2010s, debate has continued about whether phones and social media have a place in the classroom. Many parents and educators are concerned about the potential negative impact of social media use, and a possibility that disturbing images can be sent and more negative opinions and events could be shared throughout interactions with one another.<ref name="Van Den Beemt 35–55">{{Cite journal |last1=Van Den Beemt |first1=Antoine |last2=Thurlings |first2=Marieke |last3=Willems |first3=Myrthe |date=2020-01-01 |title=Towards an understanding of social media use in the classroom: a literature review |url=https://www.tandfonline.com/doi/full/10.1080/1475939X.2019.1695657 |journal=Technology, Pedagogy and Education |language=en |volume=29 |issue=1 |pages=35–55 |doi=10.1080/1475939X.2019.1695657 |issn=1475-939X}}</ref> Concerns include [[cyberbullying]] and distribution of other inappropriate content.<ref>{{cite web |last=Kist |first=W. |year=2012 |title=Class get ready to tweet: Social media in the classroom. Our children |url=http://files.eric.ed.gov/fulltext/EJ991339.pdf |website=files.eric.ed.gov}}</ref> Cyberbullying can lead to legal consequences for the perpetrator and emotional and physical harm that can lead to fatal consequences.<ref>{{Cite journal |last=Klancko |first=Robert John |date=March 2006 |title=Environmental Law Handbook, 18th Edition. Thomas F. P. Sullivan, ed. 2005. Government Institutes, Rowman & Littlefield, Inc., Blue Ridge Summit, PA. 908 pp. $99 hardcover |department=Book Reviews |journal=Environmental Practice |volume=8 |issue=1 |pages=77–78 |doi=10.1017/s1466046606250063 |issn=1466-0466 |s2cid=134479669}}</ref> In higher education privacy concerns, anti-social interactions, and discriminatory behaviour have been observed.<ref name="Chugh-2017">{{cite journal |last1=Chugh |first1=Ritesh |last2=Ruhi |first2=Umar |date=22 June 2017 |title=Social media in higher education: A literature review of Facebook |journal=Education and Information Technologies |volume=23 |issue=2 |pages=605–616 |doi=10.1007/s10639-017-9621-2 |s2cid=3773532}}</ref> |
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Indiscreet posting can end careers or limit future options for students.<ref name="Hurley-2014" /> Some young people remove themselves from social media to reduce such risks. |
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According to a study done by Lisa Marie Blaschke<ref>{{Cite journal|last=Blaschke|first=Lisa Marie|date=2014-11-17|title=Using social media to engage and develop the online learner in self-determined learning|url=https://journal.alt.ac.uk/index.php/rlt/article/view/1458|journal=Research in Learning Technology|volume=22|doi=10.3402/rlt.v22.21635|issn=2156-7077|doi-access=free}}</ref> Weisberger's hypothesis is supported by research by Junco, Heiberger, and Loken (2011) and Blaschke, Porto, and Kurtz (2010), which proved that the use of social media can increase learning engagement levels (student-student, student-instructor, and student-content) and promote the development of cognitive and metacognitive learning skills, such as reflection, critical thinking, construction of knowledge and understanding of one's learning process. |
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=== Mental health === |
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On the other hand, a limitation of social media in education is the limited research and development on the subject.<ref>{{Cite journal|last1=Appel|first1=Markus|last2=Marker|first2=Caroline|last3=Gnambs|first3=Timo|date=2019-10-16|title=Are Social Media Ruining Our Lives? A Review of Meta-Analytic Evidence|journal=Review of General Psychology|volume=24|issue=1|pages=60–74|doi=10.1177/1089268019880891|s2cid=210374989|issn=1089-2680|doi-access=free}}</ref> Additionally, social media in educational institutions leads to the risk of the potential of cyberbullying. Research has been conducted on this growing issue which can lead to legal consequences for the perpetrator. As for the victims, cyberbullying can result in emotional and physical harm which can lead to fatal consequences.<ref>{{Cite journal|last=Klancko|first=Robert John|date=March 2006|title=Environmental Law Handbook, 18th Edition. Thomas F. P. Sullivan, ed. 2005. Government Institutes, Rowman & Littlefield, Inc., Blue Ridge Summit, PA. 908 pp. $99 hardcover.|url=http://dx.doi.org/10.1017/s1466046606250063|journal=Environmental Practice|volume=8|issue=1|pages=77–78|doi=10.1017/s1466046606250063|s2cid=134479669|issn=1466-0466}}</ref> |
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One study reported that overuse of social media can harm the expression of critical thought.<ref name="Burbules-2016">{{Cite journal |last1=Burbules |first1=Nicholas C. |date=August 2016 |title=How We Use And Are Used By Social Media in Education |journal=Educational Theory |volume=66 |issue=4 |pages=551–565 |doi=10.1111/edth.12188}}</ref> Social media use for education can be detrimental to students' mental health. One survey of teens and young adults reported that increased use of social media led to anxiety, depression, and lack of self-esteem, disrupting learning.<ref>{{Cite web |url=https://childmind.org/article/how-using-social-media-affects-teenagers/ |title=How Using Social Media Affects Teenagers |website=Child Mind Institute}}</ref> |
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Anxiety and depression in adolescents are rapidly increasing, which multiple studies attributed to growing social media usage by teens. Teenagers may lack the life experience to handle social media. Participating in social media puts people at risk of cyberbullying and cyberstalking. Communicating on social media may lack the social cues that moderate behavior during face-to-face communication.<ref>{{Cite journal |last1=Balushi |first1=Wisal Al |last2=Al-Busaidi |first2=Fatma Saif |last3=Malik |first3=Aqdas |last4=Al-Salti |first4=Zahran |date=2022-12-20 |title=Social Media Use in Higher Education During the COVID-19 Pandemic: A Systematic Literature Review |url=https://online-journals.org/index.php/i-jet/article/view/32399 |journal=International Journal of Emerging Technologies in Learning |language=en |volume=17 |issue=24 |pages=4–24 |doi=10.3991/ijet.v17i24.32399 |issn=1863-0383 |s2cid=254960850 |doi-access=free}}</ref> |
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== Benefits == |
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Teachers can utilize social media platforms to communicate with their students beyond the classroom.<ref name=":0">{{Cite journal|title=Exploring the Potential Benefits of Using Social Media in Education|journal=International Journal of Engineering Pedagogy |volume=3|issue=4|pages=50–53|date=2013-10-11|doi=10.3991/ijep.v3i4.2836|last1=Faizi|first1=Rdouan|last2=El Afia|first2=Abdellatif|last3=Chiheb|first3=Raddouane|doi-access=free}}</ref> These social media platforms can provide students with unlimited resources and texts from credible sources that they can utilize to their advantage in essays, projects, and presentations. They can also be used as a means of giving and receiving feedback at any time. This way students can easily access comments made by teachers and peers within a few minutes. Social media has the potential to change a teacher's pathway in teaching.<ref>{{cite journal|title=Trending Now: Digital Leadership Education Using Social Media and the Social Change Model|journal=Journal of Leadership Studies|volume=8|issue=2|pages=57–60|date=2014|doi=10.1002/jls.21332|last1=Ahlquist|first1=J}}</ref> Social media can be seen as a sort of archive of ideas and other media that can be retrieved by their users day or night. Since feedback can be submitted so quickly over social media, it has bridged a gap in communication between students and teachers. Since students can view and respond almost immediately, there has been an increase in communication which has led to a deeper understanding of class material for students.<ref name=":0" /><ref>{{Cite journal|title=Magda Chelly and Hanna Mataillet, "Social Media and the impact on education: Social media and home education," 2012 International Conference on E-Learning and E-Technologies in Education (ICEEE), 2012, pp. 236–239, doi: 10.1109/ICeLeTE.2012.6333388.|journal=IEEE|doi=10.1109/ICeLeTE.2012.6333388|s2cid=7296552}}</ref> |
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According to research, by Jean Twenge and Jacob Barkley it has been found that teenagers who spend five or more hours each day are 71% more inclined to show signs of suicide risk such as depression and thoughts of suicide or planning, for suicide attempts. Furthermore, even spending two hours or more online is closely associated with the emergence of these risk factors. Social media can amplify feelings of loneliness among teenagers when they constantly measure themselves against the versions of others' lives portrayed online. This situation is worsened by cyberbullying and the absence of face, to face interactions that can contribute to increased health challenges. <ref name="Barrett-2024"/> |
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== Disadvantages == |
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It is always important to be cautious when using social media, especially in the classroom. Although it's not recommended to ignore social media, individuals should still have an understanding of the negative impacts social media can have on society.<ref name=":2">{{Cite journal|title=How We Use And Are Used By Social Media in Education|journal=Educational Theory|volume=66|issue=4|pages=551–565|doi=10.1111/edth.12188|year=2016|last1=Burbules|first1=Nicholas C.}}</ref> Critics are unsure about how social media will affect the teacher-student relationship and commonly express concern about how distracting this kind of learning is. It has become a fear that students will become caught up in the chaos of social media instead of focusing on their schoolwork.<ref name=":0" /> With this comes the idea that an individual's intelligence might depend on social media instead of using them to help aid their foundations of thought. The overuse of this technology, while convenient, can also harm the expression of critical thought.<ref name=":2" /> Putting young students on social media sites for education can also be detrimental to their mental health. According to a survey taken of teens and young adults increased use of social media can lead to anxiety, depression, and lack of self-esteem. These issues can affect how a person functions normally and can be detrimental to education. If a student is overcome with mental health issues due to constant social media use, then it can be difficult for students to focus on schoolwork.<ref>{{Cite web|url=https://childmind.org/article/how-using-social-media-affects-teenagers/|title=How Using Social Media Affects Teenagers}}</ref> Social media usage in higher education has its limitations, such as the dominance of educators in interactions between staff and students, privacy concerns, anti-social interactions, and discriminatory behaviour.<ref name=":1">{{cite journal |last1=Chugh |first1=Ritesh |last2=Ruhi |first2=Umar |title=Social media in higher education: A literature review of Facebook |journal=Education and Information Technologies |date=22 June 2017 |volume=23 |issue=2 |pages=605–616 |doi=10.1007/s10639-017-9621-2|s2cid=3773532 }}</ref> |
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Teachers have noticed a decline, in students’ face to face communication skills in the classroom setting Recently there have been reports from educators like Coria McAbee and Katrina Smith about rising health concerns among students including anxiety and FOMA (the fear of missing out) believed to be linked to their interactions, with social media platforms In the realm of education there is a consensus, among educators and specialists on the significance of including health education, in school curricula aiming to assist students in coping with social media stress and acquiring skills to identify and cope with anxiety effectively. <ref name="Barrett-2024"/> |
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There are other challenges relating to the introduction of social media in the classroom. For example, students may have more experience working a technical device while teachers may struggle in that aspect. Teachers must adapt to a new way of teaching, it being in an online manner. Students may need social media platforms to complete assignments or projects or simply conduct service learning.<ref>{{Cite journal|last1=Ferro|first1=Toni|last2=Zachry|first2=Mark|date=2014-01-01|title=Technical Communication Unbound: Knowledge Work, Social Media, and Emergent Communicative Practices|url=https://doi.org/10.1080/10572252.2014.850843|journal=Technical Communication Quarterly|volume=23|issue=1|pages=6–21|doi=10.1080/10572252.2014.850843|s2cid=144618557|issn=1057-2252}}</ref> There are a variety of social sites, each one with different micro-societal rules and customs. For an instructor to be able to educate students using a site, they will have to adapt and learn how to properly use technology for their delivery of teaching material.<ref name=":02">{{Cite journal|last1=Hurley|first1=Elise Verzosa|last2=Hea|first2=Amy C. Kimme|date=2014-01-01|title=The Rhetoric of Reach: Preparing Students for Technical Communication in the Age of Social Media|url=https://doi.org/10.1080/10572252.2014.850854|journal=Technical Communication Quarterly|volume=23|issue=1|pages=55–68|doi=10.1080/10572252.2014.850854|s2cid=219639973|issn=1057-2252}}</ref> |
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=== Student-teacher interactions === |
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Additionally, social media can have life-altering negative effects on individuals. Posting something too divisive or insensitive can have long-lasting career effects and cause people to make important decisions about their futures, whether they are hoping to stay out of the spotlight or get closer to it.<ref name=":02" /> Some young people actively decide to remove themselves from social media to ensure that they are not in danger of these sorts of mistakes, which could complicate any required use of social media in the classroom. |
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Personalized communication can be misconstrued. In some settings teachers are required to maintain professionalism in social media communication with students.<ref>{{Cite web |date=2012-04-25 |title=Friend or Foe? Schools Still Struggling With Social Media |url=http://neatoday.org/2012/04/25/friend-or-foe-schools-still-struggling-with-social-media/ |archive-url=https://web.archive.org/web/20190701223131/https://neatoday.org/2012/04/25/friend-or-foe-schools-still-struggling-with-social-media/ |archive-date=2019-07-01 |access-date=2022-01-16}}</ref> |
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Other challenges have been observed. Some students may be more proficient at using social media than their teachers.<ref>{{Cite journal |last1=Ferro |first1=Toni |last2=Zachry |first2=Mark |date=2014-01-01 |title=Technical Communication Unbound: Knowledge Work, Social Media, and Emergent Communicative Practices |journal=Technical Communication Quarterly |volume=23 |issue=1 |pages=6–21 |doi=10.1080/10572252.2014.850843 |s2cid=144618557 |issn=1057-2252}}</ref> Teachers may have limited time to dedicate to mastering a new technology.<ref name="Hurley-2014">{{Cite journal |last1=Hurley |first1=Elise Verzosa |last2=Hea |first2=Amy C. Kimme |date=2014-01-01 |title=The Rhetoric of Reach: Preparing Students for Technical Communication in the Age of Social Media |journal=Technical Communication Quarterly |volume=23 |issue=1 |pages=55–68 |doi=10.1080/10572252.2014.850854 |s2cid=219639973 |issn=1057-2252}}</ref> Statistics show about 40% of teachers don't use social media as a day-to-day learning device.<ref>{{Cite journal |last1=Escamilla-Fajardo |first1=Paloma |last2=Alguacil |first2=Mario |last3=López-Carril |first3=Samuel |date=June 2021 |title=Incorporating TikTok in higher education: Pedagogical perspectives from a corporal expression sport sciences course |journal=Journal of Hospitality, Leisure, Sport & Tourism Education |language=en |volume=28 |pages=100302 |doi=10.1016/j.jhlste.2021.100302}}</ref> |
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Cases of anxiety and depression in adolescents are rapidly increasing, and this is closely related to social media. Most of the lives portrayed on social media are not a true reflection of someone's real life. Teenagers lack the life experience to be objective about what they see on social media. One of the biggest and most dangerous problems students face when posting photos or statuses on social media is cyberbullying and cyberstalking. In the virtual world, people are not having face-to-face conversations, so it is easy to say things that they would normally be afraid to say.<ref>{{Cite journal |last1=Balushi |first1=Wisal Al |last2=Al-Busaidi |first2=Fatma Saif |last3=Malik |first3=Aqdas |last4=Al-Salti |first4=Zahran |date=2022-12-20 |title=Social Media Use in Higher Education During the COVID-19 Pandemic: A Systematic Literature Review |url=https://online-journals.org/index.php/i-jet/article/view/32399 |journal=International Journal of Emerging Technologies in Learning (IJET) |language=en |volume=17 |issue=24 |pages=4–24 |doi=10.3991/ijet.v17i24.32399 |s2cid=254960850 |issn=1863-0383|doi-access=free }}</ref> |
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Social media makes students view their fellow teachers and school system more positively when it becomes present that it was a part of their curriculum.<ref name="Van Den Beemt 35–55"/> |
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== Restrictions on social media == |
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Although there was some backlash from state educators, Missouri passed a law that prohibited teachers from communicating privately with students over social media platforms in 2011.<ref>{{cite web |title=Missouri Governor Signs Law Repealing Teacher Social Media Restrictions |url=https://www.govtech.com/archive/missouri-governor-signs-law-repealing-teacher-social-media-restrictions.html |website=GovTech |access-date=13 December 2022 |language=en |date=25 October 2011}}</ref> Legislators who helped pass this were worried that online communication between underage students and faculty would lead to inappropriate relationships that would cause issues in the classroom. Missouri is not the only state that has taken strides toward limiting social media usage. Communication is an important tool teachers utilize but certain situations can be misconstrued by outside sources if said communication reaches a more personal level. Due to this stigma, teachers are forced to keep all communication with students professional regardless of the platform it takes place.<ref>{{Cite web|url=http://neatoday.org/2012/04/25/friend-or-foe-schools-still-struggling-with-social-media/|title=Friend or Foe? Schools Still Struggling With Social Media|date=2012-04-25|access-date=2022-01-16|archive-date=2019-07-01|archive-url=https://web.archive.org/web/20190701223131/https://neatoday.org/2012/04/25/friend-or-foe-schools-still-struggling-with-social-media/|url-status=dead}}</ref> |
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==See |
== See == |
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* [[Blended learning]] |
* [[Blended learning]] |
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* [[Distance education]] |
* [[Distance education]] |
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==External links== |
==External links== |
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*[https://csic.georgetown.edu/magazine/social-media-reshaping-todays-education-system/ How Social Media is Reshaping Today's Education System] |
*[https://csic.georgetown.edu/magazine/social-media-reshaping-todays-education-system/ How Social Media is Reshaping Today's Education System] |
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*{{Cite web |last=Haidt |first=Jonathan |date=2024-03-13 |title=End the Phone-Based Childhood Now |url=https://www.theatlantic.com/technology/archive/2024/03/teen-childhood-smartphone-use-mental-health-effects/677722/ |access-date=2024-03-16 |website=The Atlantic |language=en}} |
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* {{Cite web |title=Phone-Free Schools: A Collaborative Review |url=https://docs.google.com/document/d/1uBKqzszvrUm6eK4-TbcEGKsYBPrvaxO8IbMh3v7JLJU/edit?pli=1&usp=embed_facebook |access-date=2024-03-16 |website=Google Docs |language=en}} |
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[[Category:Social media]] |
[[Category:Social media]] |
Latest revision as of 15:57, 7 December 2024
Social media in education is the use of social media to enhance education. Social media are "a group of Internet-based applications...that allow the creation and exchange of user-generated content".[1] It is also known as the read/write web.[2] As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers.[3] However, social media are controversial because, in addition to providing new means of connection, critics claim that they damage self-esteem, shortens attention spans, and increase mental health issues.
A 2016 dissertation presented surveys that focused on the impact of social media. It reported that 54.6% of students believed that social media affected their studies positively (38% agree, 16.6% strongly agree). About 40% disagreed, and 4.7% of students strongly disagreed. 53% of female students reported that social media negatively impacted their studies. Among male students, 40% agreed that social media had a negative impact on studies, while 59% disagreed.[4]
A 2023 article dives deep into the rewards system of the brain in response to social media. This study compares the social rewards system in our brain to those from social media. From ages 10-12, most are receiving a cell phone, social rewards in the brain start to feel more satisfying. Leading to adulthood, the effects of social rewards are less likely to feel reliant on feedback from peers. Equivalent to a more mature prefrontal cortex, this enables a better management of their emotional reaction to these social rewards, meaning a more balanced and controlled reaction.
History
[edit]A survey from Cambridge International[5] of nearly 20,000 teachers and students (ages 12–19) from 100 countries found that 48% of students use a desktop computer in class, 42% uses phones, 33% use interactive whiteboards and 20% use tablets. Desktop computers are more used than tablets. Teachers were abandoning the "no phones at school" rule.[6]
A 2024 research survey through Common Sense Education reported 54% of age 8-12 and 69% of ages 13-18 social media is an extensive distraction from homework. [7]
United States
[edit]The long-running technology boom accelerated after the millennium. As of 2018, 95% of US teenage students had access to a smartphone and 45% said they were online almost constantly.[8]
In the early days of social media, access to technology was a significant issue as many students did not own compatible devices and school budgets were often insufficient to purchase devices for student use.
Despite backlash, Missouri passed a law that prohibited teachers from communicating privately with students over social media in 2011.[9] Supporters were concerned that online communication between underage students and faculty could lead to inappropriate relationships.
Some schools adopted a "Bring Your Own Device" (BYOD) policy,[10] allowing students to bring Internet-accessing devices, such as phones or tablets to class.[11] During the pandemic, the federal government offered funds that allowed more schools to purchase devices. Over time, more students acquired phones with social media access. Personal devices increased student satisfaction, but reduced teachers' ability to control device use in their classrooms.
A 2018 Pew Research study reported that 95% of teenagers had a phone and used social media consistently.[12]
Canada
[edit]The Peel District School Board (PDSB) in Ontario accepted the use of social media in the classroom. In 2013, the PDSB introduced BYOD and unblocked many social media sites. That was later replaced by a policy that dealt specifically with social media.[13]
Uses
[edit]Classroom
[edit]In the classroom, social media offers a way to systematically distribute and gather information from students. Teachers can supply documents, and audio/video media to students for immediate or later use.
One study on higher education reported that devices and social media:[14]
- created opportunities for interaction
- provided occasions for collaboration
- sped up information access
- offered more ways to learn
- situated learning.
Frustrations included anti-technology instructors, device challenges, and devices as a distraction.
Social media in classrooms can have a negative effect. A Yale University publication reported that students who used laptops in class for non-academic reasons had poorer performance. Students spent most of their time on social media, shopping, and other personal activities.[15]
Social media has helped many educators mentor their students more effectively.[16]
Outside of class
[edit]Social media offer a venue for video calls, stories, feeds, and game playing that can enhance the learning process.[17]
Teachers can utilize social media to communicate with their students.[18]
Social media can provide students with resources that they can utilize in essays, projects, and presentations. Students can easily access comments made by teachers and peers and offer feedback to teachers.[19]
Social media can offer students the opportunity to collaborate by sharing information without requiring face to face meetings.[20]
Social media can allow students to more easily connect with experts, to go beyond course materials. Instructors in a 2010 study reported that online technologies (social media) can help students become comfortable having discussions outside the classroom better than traditional means.[21]
Teachers may face some risk when using social media outside the classroom, without appropriate work rules.[22]
Studies explores how college students' engagement with social media platforms influences their communication preferences and habits, particularly in relation to using school email for academic purposes.[23]
Beyond learning
[edit]Social media offers another communication channel between teachers and students that is private and confidential.
Research delves into the global reach of social media, emphasizing its role in transcending geographical boundaries and fostering cross-cultural exchanges.[24]
Professional development
[edit]Social media can aid professional development, as teachers become students, enhancing knowledge transfer, skill master, and collaboration.[25]
Non-academic uses
[edit]Schools can use social media to make public announcements. Teachers and administrators can communicate other important information to parents and students and to receive feedback from them.[18] Families can keep up with school events and policies.[26]
Ecology education
[edit]Environmental education (nature eductaion/ forest education) in social media (Facebook, Instarghram, Youtube etc.)
For several years, we have been observing the activity of people interested in nature on social media. We can distinguish the activity of various organizations, e.g. non-governmental organizations and Internet users often not related by education or profession to forestry and related sciences. Interested users have integrated by establishing nature-related groups on Facebook.
The potential of using social media in ecological, nature and forest education e.t.c.
- virtual nature groups can be great for promoting good habits in forest tourism and recreation (nature ethics), by entering general rules in the regulations by administrators, e.g. "DO NOT PICK UP PLANTS UNKNOWN TO US", which is to protect rare species from pointless picking.
- social media activity motivates people to learn about nature in the field, allows them to gain knowledge, dispels popular myths, enables contact with scientists and practitioners, promotes valuable literature, websites, and at the same time reveals distortions and substantive errors in popular news services.
- contact is not only virtual, despite financial barriers and distance, Internet users organize nature conventions. Such meetings are an opportunity not only to make friends, but also to learn about nature together and have fun.
- the possibility of contact between scientists and nature lovers via Facebook has become a source of cooperation in species inventory, e.g. the online campaign of the NATRIX Herpetological Society, which consists not only of collecting reports of observations of the smooth snake by Internet users, but also of drawing attention to the biology and threats to this species.
Social media have become a place where education about the forest quickly reaches people of different ages and social status. The nature groups that have been created, in which nature lovers, biologists, foresters and scientists participate, can have a real impact on the state of knowledge and data collection through citizen science.[27]
Apps and services
[edit]Social media can allow students to participate in their field by working with organizations outside the classroom.[28] By offering easier access to peers outside the classroom, students can broaden their perspectives and find support resources.[20]
Social media aided learning outside of the classroom through collaboration and innovation. One specific study, "Exploring education-related use of social media," called this "audience connectors". Audience connectors bring students together while studying with WhatsApp and Facebook. This study reported that "60 percent [of students in the study] agreed that technology changes education for the better." While social media can promote a beneficial education platform, downsides exist. Students may become skilled at "lifting material from the internet" rather than enhancing their personal understanding. Another downside is student attention spans decline. A concern raised by the students of this study showed how many use spell-check as a crutch and will see a trend of points taken off when spell-check is not an option.[29]
Apps like X allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers can post assignments on the class account and students can practice commenting on, reposting, and liking posts.[30]
Some researchers report that social media applications such as blogging may help kids become creative. Some studies particularly refer to the convenience that social media offers for shy students and youngsters who are thus enabled to exchange and express views.[31]
College institutions are adapting social media into their educational systems to improve communication with students and the overall quality of student life.[32] It provides colleges with an easy and fast method of communication and provides another medium for giving and receiving feedback to/from students. Almost all college students use some form of social media. Studies reported that 99% of college students who use social media use Facebook and 35% use X. Other popular services include Instagram, Reddit, and Tumblr.[33] Many American classrooms created social media pages where teachers post assignments and interact with students. Schools have made rules for how students and faculty interact online.[30] A 2013 study reported that students and young adults are using newer social media platforms more than ever before.[18] They are using these platforms to connect with other students and to keep up with their school. Many schools adapted to using social media outlets by 2021. Outlets such as YouTube and Zoom can record classes and lectures and post them to allow students to watch them outside class and dedicate more class time to other activities.[34] Newer services include Zoom, Slack, Instagram, Google Classroom, Canva, and Canvas.[35]
Using Facebook in class allows for both asynchronous and synchronous speech via a familiar medium that supports multimodal content such as photographs, video, and links to other pages and sites. Further, it allows students to ask questions that they might not otherwise feel motivated to ask in person.[36] Students manage their own privacy settings. Facebook is an alternative means for students to be able to voice their thoughts in and outside the classroom. Students can organize their thoughts in writing before expressing them.[36] Further, the level of informality typical to Facebook can aid self-expression and encourage more frequent student-and-instructor and student-and-student interactions. Towner and Munoz note that such informality may not be comfortable for all educators and students.
Facebook may be less efficient than conventional course management systems, both because of its limitations in uploading assignments and due to resistance to its use in education. Specifically, some features of student-to-student collaboration may be conducted more efficiently on dedicated systems that support organization of posts in a nested/linked format. That said, several studies suggest that students post to discussion forums more frequently and are generally more active participants on Facebook posts versus conventional (WebCT, Blackboard).[37][38][39]
However, students with parents who have college experience are more likely to be active users than others.[40] The latter students may benefit from additional support in adapting to online activities.[41][42]
X
[edit]X can be used to enhance communication building and critical thinking. A 2013 study utilized X in a graduate seminar, requiring students to post weekly to extend classroom discussions. Students reportedly used X to connect with content and other students. Students reported it "to be useful professionally and personally".[43] A 2011 study of 132 students examined the link between social media and student engagement and social media and grades. They divided the students into two groups in which one used X while the other group did not. X was used to discuss material, organize study groups, post class announcements, and connect with classmates. Students in the X group achieved higher GPAs and greater engagement scores.[44]
A 2012 review examined literature about X published between 2008 and 2011. They concluded that X allowed students to participate with each other in class (by creating an informal "back channel") and extend discussion outside of class time. They reported that students used X to get news and connect with professionals in their field. Students reported that X-style microblogging encouraged students to "participate at a higher level" and that because posts could not exceed 140 characters, students were required to communicate concisely.[45] Some students found microblogging to produce information overload. The research reported that many students did not participate in the discussions, limiting themselves to reading other participants' posts.[45]
YouTube
[edit]YouTube is frequently used as a classroom tool.[46] Students can watch videos, comment, and discuss content. Students and teachers can also create videos. A 2011 study reported that YouTube increased participation, personalization (customization), and productivity. Students' digital skills improved and peer learning and problem-solving increased.[47] A 2012 study reported that videos kept students' attention, generated subject matter interest, and clarified course content.[48] Students reported that videos helped them recall information and visualize real-world applications.
In the early 2000s, Salman Khan began uploading short educational videos to YouTube. His videos grew popular, leading to the formation Khan Academy, which formalized and commercialized the project.[49] Another popular YouTube channel is TED that posts TED Talks, (videos of presentations and discussions). Professionals such as scientists, researchers, doctors, and others present concise lectures aimed at a general audience.[50] A 2021 study reported that YouTube caters to diverse learning styles. Videos on YouTube have proliferated to the extent that in-depth content is available on essentially every topic.[51]
Learning management systems
[edit]Blackboard, Moodle, and Slack created platforms to enhance learning and monitor assignments. For instance, LMSs provide communication tools such as forums and chat rooms. Forums create a space where students can share ideas, ask questions, and collaborate. While these systems support social functions, they are somewhat distinct from conventional social media as their primary goal is to support learning and teaching rather than social interaction.
Slack
[edit]Slack (2007) has been a communication device that has been used by employees and jobs worldwide. It has the basic features of any social media site - writing, videos, replies and messages are the main usages by workers. It has a similar design like Twitter and Discord and with the familiar design used by students alike, creating networks for teachers and students to use for writing and connecting with their peers.[52]
Slack's design makes it user friendly for both students and teachers to use on any assignments or projects they might have to do. The way it's used makes it easy for students to be "involved and energetic" about writing. This comes from the usability of social media. Via a smartphone option, it allows students to be mindful about how they can use an app to do learning in a classroom. Schools, ultimately, have an inexpensive option that provides students with another way to access learning.[52]
In the educational context, Slack serves as a versatile platform for collaboration. Teachers and students use it to create channels for class discussions, share resources, and manage group assignments. Public and private channels make it easy to declare a difference between transparency and inclusivity and a selected audience. Additionally, its union with other apps like Google Drive and Zoom enable seamless workflows, particularly in remote learning environments. Its accessibility across devices ensures that participants can remain connected and engaged.
However, there are a few problematic issues with Slack. Data protection is updated infrequently, and complete issues with online work as interactions could be lessened.[53]
Impacts
[edit]Communication skills
[edit]A 2010 study reported that students were using social media more, and that this was positively impacting their communications. Studies by Maqableh, Quteshat, Masadeh, and Huda Karajeh in 2015 did not demonstrate negative impacts of social media on students.[4] It has led to a deeper understanding of class material.[18][54]
Weisberger hypothesized that social media can increase learning engagement levels (student-student, student-instructor, and student-content) and the development of learning skills, such as reflection, critical thinking, construction of knowledge and understanding of one's learning process. According to a 2014 review this was supported by Junco, Heiberger, and Loken (2011) and Blaschke, Porto, and Kurtz (2010).[55]
In 2020, a study done in order to Explore the Role of Social Media in Collaborative Learning suggests that there is a significant positive correlation between using social media for academic use and increased student participation. Because of the increase in student engagement, there is also a positive correlation in the students' academic performance.
Distraction
[edit]As the use of technology and social media has become more prevalent, some educators and parents have argued that they distract students in the classroom.[56][18] This led many schools to block Internet access (including social media), or to ban phones in the classroom.[57]
In the article neaToday by Kira Barrett it says "Recently, she noticed a student acting out in her classroom. “She was especially agitated and disrupted the class. After working with her, I found that she had a lot more going on, and it had to do with Instagram. Her so-called friends had called her names the evening before.”[58]
Inappropriate posting
[edit]Since the 2010s, debate has continued about whether phones and social media have a place in the classroom. Many parents and educators are concerned about the potential negative impact of social media use, and a possibility that disturbing images can be sent and more negative opinions and events could be shared throughout interactions with one another.[59] Concerns include cyberbullying and distribution of other inappropriate content.[60] Cyberbullying can lead to legal consequences for the perpetrator and emotional and physical harm that can lead to fatal consequences.[61] In higher education privacy concerns, anti-social interactions, and discriminatory behaviour have been observed.[62]
Indiscreet posting can end careers or limit future options for students.[63] Some young people remove themselves from social media to reduce such risks.
Mental health
[edit]One study reported that overuse of social media can harm the expression of critical thought.[64] Social media use for education can be detrimental to students' mental health. One survey of teens and young adults reported that increased use of social media led to anxiety, depression, and lack of self-esteem, disrupting learning.[65]
Anxiety and depression in adolescents are rapidly increasing, which multiple studies attributed to growing social media usage by teens. Teenagers may lack the life experience to handle social media. Participating in social media puts people at risk of cyberbullying and cyberstalking. Communicating on social media may lack the social cues that moderate behavior during face-to-face communication.[66]
According to research, by Jean Twenge and Jacob Barkley it has been found that teenagers who spend five or more hours each day are 71% more inclined to show signs of suicide risk such as depression and thoughts of suicide or planning, for suicide attempts. Furthermore, even spending two hours or more online is closely associated with the emergence of these risk factors. Social media can amplify feelings of loneliness among teenagers when they constantly measure themselves against the versions of others' lives portrayed online. This situation is worsened by cyberbullying and the absence of face, to face interactions that can contribute to increased health challenges. [58]
Teachers have noticed a decline, in students’ face to face communication skills in the classroom setting Recently there have been reports from educators like Coria McAbee and Katrina Smith about rising health concerns among students including anxiety and FOMA (the fear of missing out) believed to be linked to their interactions, with social media platforms In the realm of education there is a consensus, among educators and specialists on the significance of including health education, in school curricula aiming to assist students in coping with social media stress and acquiring skills to identify and cope with anxiety effectively. [58]
Student-teacher interactions
[edit]Personalized communication can be misconstrued. In some settings teachers are required to maintain professionalism in social media communication with students.[67]
Other challenges have been observed. Some students may be more proficient at using social media than their teachers.[68] Teachers may have limited time to dedicate to mastering a new technology.[63] Statistics show about 40% of teachers don't use social media as a day-to-day learning device.[69]
Social media makes students view their fellow teachers and school system more positively when it becomes present that it was a part of their curriculum.[59]
See
[edit]- Blended learning
- Distance education
- Educational technology
- Edutainment
- Mobile learning
- Quiz video games
References
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External links
[edit]- How Social Media is Reshaping Today's Education System
- Haidt, Jonathan (2024-03-13). "End the Phone-Based Childhood Now". The Atlantic. Retrieved 2024-03-16.
- "Phone-Free Schools: A Collaborative Review". Google Docs. Retrieved 2024-03-16.