“Exploring the Educational Potential of Social Networking Sites: The Fine Line between Exploiting Opportunities and Unwelcome Imposition” Henk Huijser
Introduction
The explosion of Web 2.0 technologies has introduced the world to Social Networking. Many 21st Century Learners have embraced the technology of Social Networking and it has become part of their everyday lives. In research undertaken by the National School Boards Association of America, it was determined that social networking is such an embedded part of the lives of Generation Y that time spent on social networking sites rivals time spent watching television (Huijser, 2008; National School Boards Association, 2007). What does this research mean when educating 21st Century Learners? When researching the impact that Social Networking has on educational settings, I came across a journal article titled “Exploring the Educational Potential of Social Networking Sites: The Fine Line between Exploiting Opportunities and Unwelcome Imposition”, this paper argues:
“Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational implications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students” (Huijser, 2008, p.45)
This blog entry will unravel the points discussed within this journal article which highlights the potential of Social Network Sites and other Web 2.0 technologies in educational settings and concerns educators have in using these technologies effectively in a productive teaching and learning environment.
The Hype Surrounding New Technologies
It goes without saying that whenever new technologies emerge, there is always hype. Young people want the new technology and the older generation fight it. This is currently the case with Web 2.0 technologies that have emerged over the last few years. Many members of Generation Y have embraced the technology that has been made available to them and many engage in established Social Networking Sites such as Facebook and My Space. These Social Network Sites enable the user to have constant contact with peers no matter where they are located, build and construct identities and become involved in on-line communities.
Huijser suggests that educators should investigate the educational opportunities that have arisen as a result of Web 2.0 technologies and determine how these facilities could be used effectively in a learning environment. He is in no way suggesting that educators should look at Social Network Sites and incorporate them in their learning framework just because Generation Y likes to use the technology. Rather, he acknowledges that the technology available is such that, when used effectively with careful consideration and caution could provide meaningful learning experiences that would potentially enhance the skills of students in their quest to become lifelong learners.
Social Implications
As their name suggests, Social Networking Sites are very social in nature. It enables users to share information with others instantly as soon as they post it. As soon as information is posted on Social Network Sites other users are able to appraise your work, offering insights and thoughts. Huijser proposes that collective intelligence and user participation are two main concepts that can be used effectively in a learning environment. Collective intelligence enables the user to collaborate with other users to solve problems, complete tasks and broaden their knowledge base by communicating with like minded people. The participatory culture of Social Network Sites enables users to contribute their own ideas and critique other’s (Jenkins et al, 2006).
The structure of the on-line environment and Social Networking Sites is such that it forces the user to create and contribute in a way that encourages others to become involved in what they have posted. When students have completed work for teachers or lecturers in the past, the work they have done has only been seen by the student and the teacher. If Web 2.0 technologies are used within educational settings and work is posted on-line for all to see, students become more concerned about what others think about the work they have posted.
Collaborative Learning
Collaborative Learning is not a new concept when it comes to educational settings. Students need to work collaboratively with their peers to achieve a particular outcome. Once a student completes their education, these skills are developed further and used in the workforce. The art of collaboration is a lifelong skill that is encourage in educational settings and developed over a lifetime. Huijser acknowledges that the use of Social Networking Sites in educational settings would enable students to become connected to a much wider community enabling them to become active partners in construction of knowledge. This is supported by Lockyer and Patterson (2008) who set up a specific Social Networking Site for use by students who were not on campus. They discovered that students used the site to share and compare experiences, collaborate with others and construct knowledge.
The Age of Information
It is said that we are currently in an era called The Age of Information. Information is readily available to students through their use of the internet; however, this can cause concerns because the information posted may not necessarily be true or based on authentic research and evidence. Huijser uses Wikipedia as an example; Wikipedia is a research tool that many students use to gain information. The format of Wikipedia is such that users can post information without necessarily proving that it is authentic. Many schools have banned students from using Wikipedia because the content may not always be accurate. Huijser concedes that this is an issue that is relevant, however, he rightly claims that it is up to educators to “take control of and responsibility for teaching students to be dynamic and critical thinkers within their own authentic online spaces” (p.47).
Educators v Students
Heijser realistically argues that “educators often see new technologies as threatening their scholarly authority” (p.49). Many teachers are set in their ways and feel that use of Web 2.0 technologies in the classroom is too difficult and would not be worthwhile when teaching students. However, Heijser suggests that using Web 2.0 technologies in the learning context would create opportunities for teachers and students to become co-creators of knowledge rather than teachers simply being disseminators of information. Due to the fact that learners in the 21st Century are able to access a plethora of information, teachers have no choice but to shift their thinking when determining what constitutes effective pedagogy.
Conclusion
Heijser’s article highlighted the way that students of Generation Y access information and use Web 2.0 technologies. Generation Y have embraced these new technologies and many use them on a daily basis to connect, create and participate in a culture that is at times foreign to many educators. Heijser suggests that Social Networking Sites can be used effectively in all learning environments; however, it should not be used just because it is a tool that 21st Century Learners use in their daily lives. Instead, use of Social Networking Sites should be characterised by co-construction of knowledge, collaboration and reflection. Heijser concludes, when incorporating Web 2.0 technologies, it is up to educators “to exploit their educational opportunities, to avoid unwelcome imposition, and hence to create meaningful learning experiences for Generations A through to Z” (p. 52).
Reference List
Huijser, H. (2008). Exploring the Educational Potential of Social Networking Sites: The Fine Line between Exploiting Opportunities and Unwelcome Imposition. Studies in Learning, Evaluation, Innovation and Development. September 5 (3): 45 – 54.
Jenkins, H, Clinton, K., Purushotma, R., Robison, A.J., Weigel, M. (2006) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. The John D. And Catherine T. MacArthur Foundation. Chigaco: Illinois.
Lockyer, L. & Patterson, J. (2008) Integrating Social Networking Technologies in Education: A Case Study of a Formal Learning Environment. Faculty of Education Paper. University of Woolongong.
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1074&context=edupapers Accessed 04/10/10.
National School Board Association (2007) Creating and Connecting: Research and Guidelines on Online Social – and Educational – Networking.
http://www.nsba.org/site/docs/41400/41340.pdfAccessed 04/10/10.
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