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Specific Considerations 1Running Head: Specific ConsiderationsSpecific Considerations for Social Networking in the ClassroomBarbara Roesler Fall 2009Bemidji State University FasTrack Six
 
Specific Considerations 2Specific Considerations for Social Networking in the ClassroomThe challenge of using innovative technology with students is the same as the challengeof good teaching in general: “encourage students to become more active and more creative intheir engagement in the learning process” (Reynard, 2008). No matter what is used to teach, thegoal is to achieve successful student learning. Social Networking may have potential as alearning tool, so acknowledging some specific considerations for using this technology in theclassroom is necessary.“The collaborative, communicative, interrelated nature of the Web makes it an especiallyideal 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 andinteraction”(Woolfolk, 2008, p. 379). Social networking can offer collaboration experiences toencourage 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 socialnetworking, can support instruction: “learning occurs in context, learning is active, learning issocial, 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 aforum, chat, blog or other features of a social network, students are actively participating in thelearning 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 3a complex and lengthy activity”(Driscoll, 2002, p. 3). Forum, chat, messaging and commentingfeatures all provide opportunities for students to interact. Social networking can also provide ameans for students to reflect on their own work and students may do this taking into account notonly teacher feedback, but peer feedback also.One way in which social networking can support learning is through reciprocaldeterminism. “Social factors such as models, instructional strategies, or feedback can affectstudent 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 potentialfor feedback beyond the 45 minute class period. “Technologies that promote communicationwithin 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 andreceive comments on assignments – all feedback that can influence a student’s personal variablesand achievement. Because adolescence is a socially turbulent time, it may be reasonable towonder if the instant feedback, especially from peers, that social network can provide could beharmful to a student’s learning if the feedback is harsh or emotionally charged.When students use social networking for socializing or entertainment they are developingskills that traditionally may not be useful for their education. However, Reynard (2008) suggeststhat “if instructional design intentionally maximizes this kind of skill development (creative andcollaborative), learning could benefit, and students would be engaged in the process.” Social
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