Specific Considerations For Social Networking

Specific Considerations 1 Running Head: Specific Considerations

Specific Considerations for Social Networking in the Classroom Barbara Roesler Fall 2009 Bemidji State University FasTrack Six

Specific Considerations 2 Specific Considerations for Social Networking in the Classroom The challenge of using innovative technology with students is the same as the challenge of good teaching in general: “encourage students to become more active and more creative in their engagement in the learning process” (Reynard, 2008). No matter what is used to teach, the goal is to achieve successful student learning. Social Networking may have potential as a learning tool, so acknowledging some specific considerations for using this technology in the classroom is necessary. “The collaborative, communicative, interrelated nature of the Web makes it an especially ideal tool for supporting Social Constructivism in the classroom”(Kloper et al., 2009, p. 13). Collaboration on a social network could provide an opportunity for constructivist learning. Vygotsky believed that “higher mental processes develop through social negotiation and interaction”(Woolfolk, 2008, p. 379). Social networking can offer collaboration experiences to encourage higher mental processes. Klopfer et al.(2009) agrees: “‘knowledge cultures’ assembled in these (social networking sites) online communities produce the capacity of cognition and accomplishment far beyond what one person alone could accomplish”(p. 12). Driscoll (2002) suggests that four areas for considering how technology, such as social networking, can support instruction: “learning occurs in context, learning is active, learning is social, and learning is reflective”(p. 1). Social networking fits into these areas well. Because the platform of a social network can change, many contexts can be used. When participating on a forum, chat, blog or other features of a social network, students are actively participating in the learning process. The social aspect of social networking also supports learning. “Students benefit from hearing perspectives other than their own, and they may bring different strengths to

Specific Considerations 3 a complex and lengthy activity”(Driscoll, 2002, p. 3). Forum, chat, messaging and commenting features all provide opportunities for students to interact.

Social networking can also provide a

means for students to reflect on their own work and students may do this taking into account not only teacher feedback, but peer feedback also. One way in which social networking can support learning is through reciprocal determinism. “Social factors such as models, instructional strategies, or feedback can affect student personal factors such as goals, sense of efficacy for the task, attribution, and processes of self-regulation such as planning, monitoring, and controlling distractions”(Woolfolk, 2008, p. 358). The concept of reciprocal determinism has long been in use with feedback (student or teacher) being physically confined to the classroom. Social networking can expand the potential for feedback beyond the 45 minute class period. “Technologies that promote communication within and outside the classroom make it easier for feedback, reflection, and revision to occur” (Driscoll, 2002). Students can participate in forum discussions, chat online or comment and receive comments on assignments – all feedback that can influence a student’s personal variables and achievement. Because adolescence is a socially turbulent time, it may be reasonable to wonder if the instant feedback, especially from peers, that social network can provide could be harmful to a student’s learning if the feedback is harsh or emotionally charged. When students use social networking for socializing or entertainment they are developing skills that traditionally may not be useful for their education. However, Reynard (2008) suggests that “if instructional design intentionally maximizes this kind of skill development (creative and collaborative), learning could benefit, and students would be engaged in the process.” Social

Specific Considerations 4 networking may maximize creative and collaborative elements for students, but it is worth considering whether a student’s motivation to use a social networking site that is geared toward educational subject will be as high as his or her motivation to use a purely social/entertainment social networking site. Social networking has the potential to affect positively student motivation to learn. Cooperative learning may be enhanced using the “social” social networking features such as forum, chat, blogging, and personal profile pages. “People are inherently motivated to feel connected to others within a social milieu, to function effectively in that milieu, and to feel a sense of personal initiative while doing so” (Brophy, 2004, p. 10).

The platform of social

networking may also have the effect of making content that students would otherwise have not found interesting a bit more enticing. Brophy (2004) states “motivation to learn is adoption of learning goals and related strategies” (p. 250). Strategies such as discussions on a social network may pull student interest into the content. On the contrary, one may wonder: if a student does not enjoy social networking and the social aspect of it, could that drive that student’s interest away from the content? Woolfolk(2008) cites the TARGET model, in which there are “six areas where teachers make decisions that can influence student motivation” including task, autonomy, recognition, grouping, evaluation, and time(p. 434). Social networking can help address many of these areas. Having the internet at your fingertips, through links or a browser can create vast opportunities for authentic tasks. Creating a personal profile or posting a project to a page on a social network can be an autonomous act for a student. The instant feedback potential of interacting on a social network gives an added potential for recognizing a student’s or peer’s accomplishment, such as

Specific Considerations 5 with commenting or messaging. The interpersonal aspect of social networking seems to fit the cooperation goal structure, which can lead to higher achievement and increased motivation(Woolfolk, 2008, p.439). Teacher and peer evaluation are possible on this platform, but maybe even more useful, social networking can provide opportunities for student selfevaluation, which Woolfolk(2008) suggests is “one way to emphasize learning rather than grades”(p. 440). Time on a social network is not bound to the class period, allowing students more flexibility for fit their lives and learning needs. Social networking seems to be on “TARGET” for influencing student motivation. Social networking, with its potential for providing students with increased social cognition and motivation may be a part of the future classroom and beyond. As with any educational tool, teachers using social networking will need to strive to use it in a way that benefits students learning.

Specific Considerations 6 References Brophy, J.(2004). Motivating Students to Learn. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved November 16, 2009 from http://www.questia.com Driscoll, M.P. (2002). How People Learn (and What Technology Might Have To Do with It). ERIC Digest. Syracuse, NY: ERIC Clearinghouse on Information and Technology. Retrieved November 7, 2009 from http://www.ericdigests.org/2003-3/learn.htm Klopfer, E.:,Osterweil, S., Groff, J., and Haas, J. (2009). The Instructional Power of Digital Games, Social Networking, Simulations and How Teachers Can Leverage Them. The Educational Arcade, Massachusetts Institute of Technology. Retrieved November 7, 2009 from http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf Reynard, R. (2008). Social Networking: Learning Theory in Action. Campus Technology. Retrieved November 7, 2009 from http://campustechnology.com/Articles/2008/05/Social-Networking-Learning-Theory-inAction.aspx?Page=3&p=1 Wookfolk, A. (2008). Educational Psychology (10th ed.). Boston: Pearson.