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Chapter 4
The Role of Social Media in the
Globalized World of Education
Janelle Christine Simmons
Liberty University, USA

ABSTRACT
Social media has transformed the way that people communicate during the 21st century. This occurrence
has transformed society in a globalized world by impacting social interactions, financial institutions
and ways of completing transactions, ways of communicating as well as the educational sector. This
chapter will introduce the audience/reader to definitions/terms such as communication, media, social
media and globalization while discussing the role of social media in a globalized world. In addition, an
exploratory discussion of social media and education will be established.

INTRODUCTION

There have been expansive changes during the last few decades in regards to technology but most im-
portantly how technology allows us as a society to communicate with one another. With the spread of
the Internet, new platforms of communication such as Web 2.0 have emerged that have actually changed
not only the means of communication, but also how people actually communicate. A person in Mumbai
can speak in real-time through forums like Skype or Google Hangouts or even FaceTime with a person
sitting in Arizona and actually see their face and their environment. They can hear each other’s voices.
They can even simultaneously open other windows, watch a movie together, transmit documents, etc.
No one would have ever thought this was possible one hundred years ago. In fact, one may have laughed
in another person’s face if they had proposed such an option or suggested such a ludicrous possibility.
Yet, such possibilities now exist.
In the same vein, the way that communities, societies and even countries have been affected and trans-
formed by technology, in the 21st century technology has trickled into the realm of education. Schools
(whether public or private), institutes and institutions of higher education have all been challenged in how
to use technology inside and outside of the classroom. In some ways, this experiment in social learning
has been positive. For example, middle school and high school principals have been able to send e-alerts

DOI: 10.4018/978-1-5225-5652-7.ch004

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The Role of Social Media in the Globalized World of Education

and texts to parents to update them on their child’s progress or incidents, and whole communities have
been invited into the learning experience through social media platforms.
These same institutions have also had to analyze the legal and ethical implications of such interac-
tions. For example, certain questions are pervasive: should an instructor be a Facebook friend with a
student? What are the boundaries of engagement? Can an instructor be liable for what they place on
their personal Facebook page? Can a student be reprimanded or suspended for sending an instructor an
ill-mannered message or posting an ill-mannered message about them? What boundaries must school
administrators set in regards to communicating with parents, students and other stakeholders within
the community? These are all questions that show the diverse array of challenges that can occur when
integrating technology, and particularly social media, into educational sector.
Cases involving teacher “misconduct” are many. Take Carol Thebarge, for example. A 79-year old
substitute teacher, she was fired for refusing to “unfriend” approximately 250 of her current students at
New Hampshire High School in 2014. Other cases of teachers being fired for offenses include posting a
picture in a bikini on Facebook (and having current students on their friends list) or posting a comment
that was reported to their district and being fired subsequently. All of these instances have come to light
during the last five years through news outlets. In fact, some of these cases, based on their merit, have
risen to the appellate court division where at least the latter case (i.e., a comment out of stride) was
struck down and the teacher was reinstated.
However, the fact that social media has not only transformed how we communicate (i.e., including
how language has changed), but also how school districts deal with their employees and how our legal
system operates, boggles the mind. The fact is that communication is power. As you read through this
chapter, more issues may emerge in your mind, yet the objectives of this chapter remain:

• To introduce the reader to some issues involved with a globalized world;

• To introduce key terms and concepts (media, social media, globalization, etc.);
• To give a clear and concise background in regards to the transformation that has occurred due to
social media, and
• To introduce and discuss how globalization and social media have changed education’s landscape
in America.

Therefore, as you read through this chapter, remember the objectives above, but also engage with the
material and consider how social media may affect you, your inner circle, your family, your workplace
or your classroom or school.

BACKGROUND

“In the beginning…”

Almost everything begins with a word. A word shared is a means of communication. Communication is
a term that seems straightforward, and is often defined as the means by which information is exchanged
(Castells, 2009). Communication is so important that in most Westernized countries, communications
are protected. Rabbitte (2012) states, “ […] our Constitution reflects the importance of the media in the
lives of the citizen and the State” (p. 1), as he discussed the sovereignty of Ireland and the challenges

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they faced in regards to technology. Nonetheless, part of protected speech includes communications
transmitted via social media platforms.
When discussing social media, the phenomenon truly discussed is how new technological platforms
affect how people communicate. Ossiansson (2010) notes that “new social media platforms” via Web 2.0
(Ossiansson, 2010; Zhang, Flammer & Yang, 2010) have created spaces where “we are communicating
with each other more than ever before and [using said platforms] to interact both privately and profes-
sionally” (Ossiansson, 2010, p. 117). Specific to education, Eric Sheninger, the principal of New Milford
High School in New Jersey notes that “communication is the most important thing that he does every
day” (Ferriter, Ramsden & Sheninger, 2011, p. 5). Thus, communicating through the aforementioned
forums appears to create powerful exchanges. Moreover, said exchanges enable innovative communities
of teaching and learning (Zhang, Flammer, Yang, 2010) and of experiential learning.
According to Castells (2009), “power is the most fundamental process in society…” (p. 10). Castells
(2009) continues, stating, “Power is the relational capacity that enables a social actor to influence asym-
metrically the decisions of other social actor(s) in ways that favor the empowered actors’ will, interests,
and values” (Castells, 2009, p. 10). The capacity of power is held in the social actor’s ability to com-
municate. In other words, each human interaction imbues within and of itself the ability to exude power
and powerful influences. This is important to understand when it comes to understanding protected
communications, and communication in general, via the Internet, the media, social media and this 21st
century globalized world.

To the Internet

The 20th and the 21st centuries appear to have presented society with an abundance of opportunities, and
more specifically, human interactions. However, with the introduction of modern technology, a shift has
occurred in society. This shift occurred because nation-states were forced to “adapt to new demands and
standards” (Moon & Koo, 2011, p. 577). More troubling for some is that “the rise of globalization has
led many to question the continued viability of the nation-state” (Siapera, 2010, p. 25). In other words,
eventually, the viability of the nation-state will cease to exist as countries continue to adapt to the greater
“Westernized” powers that began the surge of globalization in the first place.
Even before globalization affected the world en masse, new technologies that preceded the Internet
(the telegraph and the telephone) transformed the communication world of the 1920s (Seargant & Tagg,
2014). Seargant & Tagg (2014), in referring to the telegraph and the telephone, note the following: “[…]
they ‘shr[u]nk’ our notions of time and space: the fact that ever-evolving communications technologies
allow us to stay in touch even when we are scattered across distant parts of the globe rendering the
geographical boundaries increasingly less important” (p. 2). This phenomenon occurred before Fried-
man (2005) ever discussed a “flattened” world. A “flattened” world is a world where people, places
and things are accessible in “real-time.” In other words, due to technology, even if a person cannot
physically go somewhere, they can access information via the Internet and other social media forums.
This phenomenon began some time ago. Even during the 20th century, the world was shrinking because
communication became easier, faster and more convenient. In addition, people were able to travel long
distances in short periods of time, which enabled them to experience the world in a new way and thus
shrunk the perceived size of the world.
Seventy years later, another phenomenon occurred. From the latter 20th century, the World Wide
Web transformed the way in which people communicated across space and time. “Beginning from the

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1990s, the population of internet users all around the world increased from millions to billions” (Yigit
& Tarman, 2013, p. 76). Highley & Ju Seo (2008) note that during the last 10 years, “rapid growth has
radically changed the way we interact with the Internet and with each other” (p. 19). With such a rapid
change, the Internet has become a tool that is powerful beyond measure, “ an important tool that people
use to express themselves and share ideas” (Yigit & Tarman, 2013, p. 77). These ideas are not merely
shared with one’s close inner circle. Rather, now someone can tweet a comment or post a message on
Facebook and it can go “viral” in a matter of minutes, hours and days with hundreds, thousands or even
millions of viewers and followers. Internet is a tool that has been embraced, in particular, by “millenials”
and appears to be the next logical step in being used for modern communication (Highley & JuSeo, 2008).
In fact, the aforementioned changed platforms of communication have created an opportunity. Due
to a surge in technology and various communication platforms, people and society as a whole are now
living in and operating within a globalized world (Friedman, 2005; Kim, 2013; Kraidy, 2002; Schawbel,
2012). Castells (2009) appears to concur when he states;

as a considerable body of evidence has demonstrated, the Internet, in the diverse range of its applications,
is the communication favorite of our lives, for work, for personal connection, for social networking, for
infor- mation, for entertainment, for public services, for politics, and for religion […]. (p. 64)

In other words, the Internet has had a profound effect on how people within any given society think,
feel, react and operate. In effect, communication etiquette and communication styles have changed with
the use of the Internet, and what is shared has changed immensely since the time of the telegraph and the
telephone. Part of what the Internet has created is a different type of platform for the media, establishing
a platform for what is now known as “social media.” With this platform, the means by which people
communicate has drastically changed. First, let’s take a look at the term “media.”

Media

Media. According to the Merriam Webster Dictionary (2015), the word media comes from the Latin
term medius, which means a “medium of cultivation, conveyance, or expression”. Media is quite dif-
ferent than social media in its truest sense. Distinct markers distinguish between traditional media and
social media. Traditional media, (1) is a one-way conversation (Habermas, 2013; Hausman 2012); (2)
is opaque (Hausman 2012); (3) is based on mass marketing, actors and/or celebrities (Hausman 2012);
(4) is based on a top-down strategy (Hausman 2012); (5) uses formal language (Hausman 2012), and
(6) involves passive involvement (Habermas, 2013; Hausman 2012). While this list is not exhaustive,
it is clear to see that media is quite different than social media when described in their purest forms.
Pat Rabitte TD, the Minister for Communications, Energy and Natural Resources (2012), noted
that as a people worldwide, the global community (i.e., at least those who have access to the internet
or other forms of media) are living under a constant barrage of “media, electronic, paper, broadcast,
where media is so pervasive that it becomes part of our mental wallpaper” (p. 1). In other words, many
people, especially those in Westernized worlds, are bombarded with information on a regular basis and
are often unaware of its effects. This occurs regardless of whether they are receiving information from
the traditional media or engaging in social media platforms.
Notwithstanding, the media has always been a way to communicate to the masses in regards to more
factual occurrences in a professional and polished manner (Habermas, 2013; Hausman, 2012). Moreover,

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in years past, the main critique of traditional media was that it “perpetuat[ed] a ‘monopoly of speech’
enjoyed by the social elites” (Habermas, 2013, p. 226). However, social media, which media utilizes
in varying forms, includes interactions that are more personal in nature (Hausman, 2012; Kim, 2013),
although they are being used within the realm of business as well. In other words, the term “media”
appears to be in clear contrast to what “social” media is and what it promotes.

Social Media

During the 2000s (Gouseti, 2014), “something” entered the technological scene stage left and that
“something” was coined “social media.” In layman’s terms, social media is a means by which people
congregate socially through various venues online/via the Internet. According to Kim (2013), “social
media, which refers to interaction among people in which they create, share, and exchange information
and ideas in virtual communities and networks, has developed and extended to every part of our living”
(p.1), as well as in our virtual classrooms (de Noyelles, 2008). Moreover, social media enables people
to create, develop and gather information and post it online, thus, transmitting new information (Grover
& Stewart, 2010). In fact, social [medium …] are increasingly being used for business purposes [and
…] social media promotes the globalization of ideas in the workplace” (Anonymous, 2011). Social
media can also be used within society to engage in the social sphere (Salter, 2013; Simmons, 2014) and
to gather opinions through web-based tools and applications (Grover & Stewart, 2010). This appears to
make sense since social media is more personal and is “all about community” (Hausman, 2012, p. 3).
In contrast to the term “media,” social media is described in differing terms and/or occurrences, in-
cluding, (1) promoting a two-way conversation; (2) being transparent; (3) maintaining an open system;
(4) utilizing a free platform; (5) having users/influencers as actors who are changing their environment;
(6) being based in real time creation; (7) utilizes a bottom-up strategy; (8) utilizing informal language,
and (9) requiring active participation (Hausman, 2012).
Now that you, the readers, have been introduced to a few definitions as well as characteristics, the
next question is naturally, “what are some forms of social media?” The most common platforms include
Facebook (Ferriter, Ramsden & Sheninger, 2011; Hausman, 2012; Kim, 2013; Zhang, Flammer & Yang,
2010); Pinterest (Tinti-Kane, 2013); Twitter (Ferriter, Ramsden & Sheninger, 2011; Hausman, 2012;
Kim, 2013; Tinti-Kane, 2013; Zhang, Flammer & Yang, 2010); YouTube (Hausman, 2012; Kim, 2013;
Zhang, Flammer & Yang, 2010); Hootsuite (Ferriter, Ramsden & Sheninger, 2011); Seesmic (Ferriter,
Ramsden & Sheninger, 2011), and Wikipedia (Kim, 2013). While not an exhaustive list, it should become
apparent that social media users have “options.”
Facebook appears to be one the most well-known social media platforms and is even linked to the
movie, The Social Network. Facebook alone introduces its users to 3.5 billion new pieces of content on
a weekly basis (Kim, 2013). Ninety-six percent (96%) of those in the age range of 18-35 utilize at least
one social network such as Facebook (Kim, 2013), Twitter (Kim, 2013; Kupetz, 2010; Zhang, Flammer
& Yang, 2010), Ning (Kupetz, 2010); Hotseat (Kupetz, 2010) or Wikis (Kupetz, 2010), and every day,
there are 30 million new tweets (Kim, 2013). By assessing the common social media platforms and
examining how frequently a number of them are used, it begins to become apparent that social media
is a form of communication that is much more powerful than one could have ever imagined. However,
it also leads to further discrepancies when it comes to access and socioeconomic status, which will be
discussed later.

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For now, it is time to consider globalization. After all, this 21st century world is a globalized world
where people living on different parts of the globe can interact with one another in ways that could not
have been imagined by even their parents or grandparents. So, what is globalization?

Globalization: A Brief Introduction

There are varying definitions of globalization, which will be explored later, however, for now, it should
be noted that globalization has created a completely new reality where neutrality is not an option and
which “affects the lives of individuals and populations in dramatically different ways” (Cappon, 2004,
p. 1). The world has changed drastically due to globalization (Friedman, 2005; Giddens, 2011; Kraidy,
2002; N.K. Kim, 2013; Kim, Y., 2013; Prilleltensky, 2012; Schawbel, 2012), and the world will likely
continue to move forward technologically, not backwards. Thus, it is important to consider what came
first, the chicken or the egg?
Since technology led to globalization (Friedman, 2005) and globalization has led to communities,
societies, and countries having been exposed to a wealth of new information about one another (Friedman,
2005), it is important to explore this reality in a number of contexts. Sometimes, this new knowledge
and/or revelation has been beneficial and at other times that new knowledge has contributed to increased
conflict. Nonetheless, according to Kraidy (2002), this phenomenon has led to a “globalization of culture”
in which “the entire world has been molded in the image of Western, mainly American, culture” (Kraidy,
2002, p. 2). In other words, as the effects of globalization are felt, cultures are changing.
So, what is cultural change? “Cultural change is a change of values and beliefs processed in the human
mind in a scale large enough to affect society as a whole” (Castells, 2009, p. 300). This phenomenon,
in and of itself has led to a number of challenges as it appears that many nations did not and still do not
want to be westernized. With that being said, it is important to discuss what globalization is and what it
could possibly mean for America as the main transmitter of culture in the future.

Globalization: An In-Depth Assessment

Globalization is a term that has formally existed since the 1990s (Askanius & Ostergaard, 2014). It is
also a term that has been “heatedly discussed and has been heavily debated in a myriad of countries”
(Simmons, 2015/2016, p. 35, citing Arnett, 2002; Giddens, 2011; Kim, N.K., 2013; Kim, Y., 2013;
Pauliene, 2012; Prilleltensky, 2012). According to Friedman (2005), one of the effects of globalization
is a requisite phenomenon of living in a “flattened” world. One can see this phenomenon all around
them: jobs have been exported, educational platforms (e.g. PLATO) are online, meetings in real-time
take place between people who are hundreds or even thousands of miles apart via platforms like Skype
(Friedman, 2005; Kupetz, 2010), Google Hangouts, web-based conference calls, etc. (Friedman, 2005).
Seargant & Tagg (2014) reiterate this occurrence when they stated that “globalization changes our
social and cultural relations” (p. 2). It is also a term that holds weight as it “affects people in regards to
their familial interactions, educational endeavors, and even their career prospects (Arnett, 2002; Giddens,
2011; Kim, N.K., 2013; Nguyen & Benet-Martinez, 2012; Rizvi & Lingard, 2010; Suarez-Orozco, 2005;
Suarez-Orozco, 2007), occurring in this fashion for some time (Simmons, 2015).
The question that the author now poses is “How does globalization actually change how various
communities, societies and cultures operate?” Wartzman (2013) takes the discussion a step further
when analyzing the true phenomenon linked to the “event” of globalization and begins to answer the

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aforementioned question. Wartzman (2013) observed that “‘Globalization’ is not an economic event;
it’s a psychological phenomenon,” and “it means that all of the developed West’s values—its mindset
and expectations and aspirations—are seen as the norm” (p. 1). Let’s consider this for a moment. If the
standards of the West are seen as the norm, then what happens in “real-time” across the globe?
Since Western culture has seeped into other cultures, societies and countries, it is almost as if the
dwindling “mom and pop” phenomenon is occurring worldwide. To be more specific, small businesses
in the United States are often referred to as “mom and pop” stores/shops and since rents have increased
and they can no longer afford the rent, they are often forced to close shop and move out. This leads to
big developments such as Target, Starbuck’s, and others alike taking over and creating a “cookie-cutter”
effect across the country. This phenomenon is part of the process of gentrification.
Gentrification in its true form has other layers that are usually unwrapped. However, in the example
the author has given above, the main point is that it is almost as if other cultures are those “mom and pop”
stores that are being shut down for business, while a capitalistic giant, known as the United States, “buys
up” all of the ideas, cultural mores and unique identifiers that once were rampant in various countries
and made each culture a unique entity of humanness.
When one considers this example, it becomes clear that globalization is not only “flattening” the
world as Friedman (2005) would say, but perhaps also that globalization is toppling the world. With the
previous illustration established, Dziubuk (2013) further affirms the aforementioned reality when saying,
the “globalization era has shrunk this world to a great extent and access to social media around the world
has enhanced and intensified the effects of globalization” (p.1). Therefore, in Dziubuk’s (2013) opinion,
social media has transmitted so rapidly that the effects of technology coupled with the new social media
platforms has almost obliterated what “was” and the only option left is what is “now.”
In contrast, Dowd (2009) believes that globalization is also, in part, a financial event that is taking
place on a mass scale. Dowd (2009) states, “The ‘globalization’ and ‘financialization’ that began to
dominate as the 1970s ended were initially vital in bringing buoyancy to most national economies and
to the world economy […]” (pgs. vii-viii). Dowd (2009) continues this observation, stating “But they
also made virtually all national economies – European, African, Asian, and Latin American importantly
or critically dependent upon what was happening in the US economy” (p. viii). Thus, every culture that
exists within this globalized society is impacted and in ways that “are even deeper than economics and
politics” (Rizvi & Lingard, 2000, p. 424).
This latter point makes sense to some extent and Suarez-Orozco (2005) agrees with the premise, but
disagrees with the formal foundation. According to Suarez-Orozco (2005), globalization is about the
flow of production, the consumption of goods and services, the distribution of said goods and services,
and about these actions happening entirely in a mobile environment.
Bowers (2014) believes that due to the phenomenon of globalization, that most societies are still
playing catch up. In addition, Bowers (2014) believes that while many do not have the answers, that this
single one occurrence has become the “turning point in human history” (p. 1), which has not only led to
the possible extermination of unique cultures but of the proliferation of terrorist groups and terrorism as
a furthered worldwide phenomenon in and of itself. In part, terrorism has expanded due to the technology
available via globalization because of the colonizing factors that are inherent within the phenomenon
of globalization itself (Bowers, 2014). Some may even consider this akin to the 19th century, during the
Industrial Revolution (Bowers, 2014; Friedman, 2005) when machines first supplanted man and he no
longer could afford to financially support himself, nor his family.

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Part of playing catch up includes learning how to navigate a world where almost everything and
anything is fair game in being proliferated in the Internet. Thus, it begins to become apparent that social
media is often incorporated not only into the lives of citizens worldwide but also into classrooms both
in-person and online in varying realms of education (Friedman, 2014). According to Friedman (2014),
“social media definitely has a place in education” (p. 2).

Globalization and Its Effects on Education

According to Simmons (2016), “globalization has not only changed the world but it has also affected policy
and educational systems as well as the need for education (Sussmuth, 2008) (p. 39). Simmons (2016)
also notes that formal education has changed due to globalization. deNoyelles (2013) states, “recogniz-
ing the power of social media to transform learning, educators are now integrating it in instruction” (p.
3). Frankly, the truth is that social media has become popular throughout society and more importantly
for the educator, in the lives of learners (deNoyelles, 2013). Anderson (2008) concurs.
Anderson (2008) references the OECD Secretary General Angel Gurria who noted the following,
“in a highly competitive globalized economy, knowledge, skills, and know-how are key factors for pro-
ductivity, economic growth and [for a] better living condition” (p. 57), thus, the realm of education has
been affected in regards to policy (Ferriter, Ramsden & Sheninger, 2011) and how each country operates
and institutes educational programs (Rizvi & Lingard, 2010; Suarez-Orozco, 2007). This occurs practi-
cally, by introducing new though patterns and cultural mores (Rizvi & Lingard, 2000) and structurally
(Rizvi & Lingard, 2000; Sussmuth, 2008), in introducing capitalism. In other words, the media as well
as social media have greatly impacted educational institutions in an exceedingly powerful way (Grover
& Stewart, 2010).
All of the aforementioned changes, thus, affect the actual educational experience of students today
(Grover & Stewart, 2010; Rizvi & Lingard, 2000). Traditional forms of education and “traditional cur-
riculum is heavily skewed to western European culture and ways of thinking” (Bryant, 1996, p. 28).
While this appears to be the same complaint when it comes to globalization, social media can be uti-
lized to address the very phenomenon that existed before its proliferation and continues to exist after its
creation. “Social media affords learners the opportunity to interact virtually in ways that could not have
been imagined even a few years ago” (Grover & Stewart, 2010, p. 10).
Ultimately, expectations have increased and teachers, administrators and parents seem to set higher
standards for students (Rizvi & Linguard, 2000; Suarez-Orozco, 2005; Sussmuth, 2008) and social
media can be used to redefine the basic tenets of teaching and learning (Grover & Stewart, 2010), even
in the realm of K-12.

Social Media and K-12 Education

Gouseti (2014) states; “the growth of social media in the 2000s has been a catalyst in the transformation
of the ways in which web-based collaboration is perceived” (p. 1). According to the Huffington Post, “in
this digital world, opportunities for education are available like never before” (Anonymous, 2011). Many
school districts want to remove social media because of the legal and ethical implications (Anonymous,
2011). This is not hard to understand as more often than not, “social media tools are disruptive technolo-
gies that have radically altered the way people view and use communication” (Grover & Stewart, 2010,
p.7). Even so, and even with the naysayers, everyone appears to agree that social media is a powerful
tool, regardless of its use.

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Overlooking the negatives associated with social media, “according to a study conducted by the
University of Minnesota on student use of social media, students who are already engaging in social
networking could benefit from incorporating it into curriculum” (Anonymous, 2011). According to
Preising, in regards to education; “the place for social media in education may vary, but for me that
place was getting information, even in aspects of research, and in finding emerging trends” (Friedman,
2014, p. 2). This is important to note since social media does have merit in regards to being used as a
tool within the classroom.
Gouseti (2014) quotes Haythorn, Hawarte and Andrews (2011) when they stated that ‘“what is new
about current technologies is that they bring into institutions and organizations a suite of practices that
originate in open, web-based interaction” (p. 27). This phenomenon is no different when discussing
social media and higher education. In fact, there may be a bit more leeway when it comes to utilizing
social media within the realm of higher education, as professors are dealing with adults.

Social Media and Higher Education

Social media has a place in both K-12 education and in higher education (Tinti-Kane, 2013). This makes
sense since higher education is a space where there is a constant “quest” that includes creating knowledge,
seeking knowledge and transmitting knowledge (Zhang, Flammer & Yang, 2010). Forty-one percent of
professors in colleges and universities across the country use social media within their classrooms (Fried-
man, 2014). While professors may utilize social media far less within their given roles, “100 percent of
colleges and universities surveyed use social media” (Tinti-Kane, 2013).
Specific to college and university professors, most utilize videos, blogs and wikis during classroom
instruction (Tinti-Kane, 2013). Many professors do not use social media within the classroom due to
various concerns, including plagiarism, cheating, privacy concerns or possible ethical and legal ramifi-
cations for interacting with students through cyberspace (Tinti-Kane, 2013).
Regardless of what social media platforms some educators may use, especially within higher educa-
tion, there is a myriad of opportunities that faculty can avail themselves to in regards to utilizing social
media within the classroom (Tinti-Kane, 2013). More specifically, educators can use social media to
create class projects, school projects and can create interactive assignments. The possibilities truly are
endless; however, educators should also be wise when utilizing the aforementioned mediums. Therefore,
below in the next section, the reader is introduced to a rather basic list/number of social media platforms
and given tips as well as more specific possible uses for said forms of social media that can be utilized
in the classroom.

A Mini-Guide for Educators: Tips for Utilizing Social Media in the Classroom

There are a number of ways in which educators across all grades and student skill-set levels can utilize
various social media forums. This section will give a few tips in regards to how social media can be
utilized in the classroom. Some of these tips and forums can be utilized interchangeably whether one is
teaching in K-12 or in higher education, although they may need to be tweaked. Please note: this is by
no means a comprehensive list of social media platforms or possible class assignments or projects. This
section is a short introduction to the possible uses of social media platforms such as Pinterest, Twitter
and Wordle.

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Pinterest

Pinterest is a forum where pictures and articles can be pinned to a bulletin board. Anyone can search
through Pinterest by topic or keyword and a slew of information will arise (Tinti-Kane, 2013). In fact,
Pinterest is the fastest growing independent website, which is startling (Tinti-Kane, 2013) since Pinter-
est is a forum to share pictures, recipes, and how-to-do projects. Moreover, the site is popular among
teachers, instructors and some professors (Tinti-Kane, 2013). Thus, Pinterest appears to be a great forum
to utilize for classroom projects and in order to teach “visual” learners.
Nevertheless, the downfall of Pinterest is that educators can create an account but cannot limit who
sees what. In other words, anyone can see what is posted on one’s bulletin board and the comments that
you, as a teacher make or that your students make. Moreover, once posted, nothing can be removed.
Thus, use this forum with care! If Pinterest is of interest, go to http://www.Pinterest.com.

Twitter

Educators are encouraged to a create a Twitter account and make it a classroom project where students
basically build the account up with content, monitor and manage it for the class itself (Tinti-Kane, 2013).
Tinti-Kane (2013) states that “In this way, students learn what content is appropriate or ‘tweet-worthy’
and, at the semester’s end, see what they have done, whom they have interacted with and whether they
have participated in one-way conversations or two-way dialogue” (p. 4). Other instructors give projects
that apply the principles of Twitter in which students must create hypotheses or formulate research plans
but are limited to the 140-character rule (Tinti-Kane, 2013). Projects like this may be best assigned to
high school or college-level students.
However, the use of Twitter should not be limited to teachers or professors. School and college ad-
ministrators may also utilize Twitter. Administrators can also utilize Twitter to build their school’s brand
(Ferriter, Ramsden & Sheninger, 2011). Thus, the school can also brand its institution and garner the
support of stakeholders within its surrounding community. So, if you wish to send a tweet, go to http://
www.Twitter.com.

Wordle

Wordle.net is a website that many faculty members utilize. Wordle.net uses a tool that “generates ‘word
clouds’ from text that you provide” (Tinti-Kane, 2013, p. 4). “Faculty can use Wordle in a number of cre-
ative ways, such as to create a beginning of the year “Get to Know Me” project or a “What I’ve Learned”
year-end course wrap-up” (Tinti-Kane, 2013, p. 4). Wordle can also be utilized to have students create
graphs, drafts, etc. In other words, the possibilities are endless. So, if you are interested in utilizing the
possibilities and sharing a word, go to http://www.wordle.net and give “Wordle” a whirl.
Various other social media platforms exist that educators can utilize within the classroom (e.g. blogs
(Kupetz, 2010) [See http://www.WordPress.com], microblogs (Kupetz, 2010), multimedia hosting sites
and even survey tools (See http://SurveyMonkey.com). Amazingly, the use of these free platforms will
have a number of positive and long-lasting consequences, including engaging families and communities,
increased student enrollment, school culture that becomes more collaborative and “community buy-in”
(Gouseti, 2014, p. 7).

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However, it should be noted that it might oblige educators to contact their school district, administrative
staff or an employee manual to make a careful inquiry to what behaviors and interactions are allowable in
regards to social media and interactions with students. After all, checking school policy is optimal (Fer-
riter, Ramsden & Sheninger, 2011). Regardless, while an exhaustive list was not given above, there are
a number of tips and suggestions that you, the reader may find to be helpful. Moreover, careful research
may allow you to identify specific lesson plans and projects that can be utilized within your classroom.
By using these social media platforms/forums, educators can create a space where students are engaged
and learn to think past being consumers of information (Gouseti, 2014). They can now create a space
that involves two-way communication rather than one-way communication (Gouseti, 2014; Tinti-Kane,
2013) and students can listen and speak while being engaged with one another and learning at the same
time. Yet, how does social media affect some who may not be in the traditional classroom?

The Impact of Social Media Past the Classroom: Food for Thought

As one can see, social media has enabled a form of communication like never before. Due to social media
and the role that social media plays, each individual has the capacity to be a social actor. “‘At the same
time, social actors and individual citizens around the world are using the new capacity of communica-
tion networking to advance their projects, to defend their interests, and to assert their values’ (Downing
2003; Juns 2008; Constanza-Chock, Horthcoming a)” (Castells, 2009, p. 57). However, what happens
to those who still do not have access to such forms of communications? Alternatively, what happens to
those who do have access but their intentions are based on intentional ill-will towards their fellow man?
As alluded to previously, there is also a dark side that may occur due to social media.
Terrorists have utilized social media as well as can be seen by watching clips on Al Jazeera, etc.
While, you, the reader may wonder why this topic is being introduced here, the fact is that even terrorist
groups are educating their victims, captives or “students.” Due to globalization, there has been a further
“redistribution” of power. In the beginning of this chapter, the concept of communication as being power
was introduced. Social media gives a stage to a different type of communication that not everyone has
access to and/or is able to utilize. Moreover, economic opportunities have changed as well due to the
outsourcing of jobs, the location of schools (i.e., even somewhere in the realm of the world wide web),
etc. (Friedman, 2005).
Kim (2013) makes this clear when discussing the “numbers.” Kim (2013) observes that “…globaliza-
tion through social media leads to selected globalization. Globalization through Social Network Services
(SNS) sets a barrier to the poor, the elderly, and is unilateral globalization from the West” (p. 3). The
reader may still be wondering, what does this mean? Let’s take the example of Facebook. 52.9% of
Americans utilize Facebook while only 5.2% of Indians in India utilize Facebook. This occurs, in part,
due to the fact that only 11.37% of those in India even have access to the Internet at all (Kim, 2013). “This
means that the other 88.93% do not have any idea what is happening on the Internet world, and thus are
excluded from a world which only the rich can afford” (Kim, 2013, p. 3). The numbers are similar for a
number of other countries, notably in Nigeria (3.9%) and Pakistan (4.2%). What this means is that those
who have access to the Internet and to certain social media forums continue to benefit from informa-
tion, interactions and opportunities that the disenfranchised are locked out of and are unable to access.
In regards to this reality, Bowers (2014) opined that “the international forces of resistance […] now
spend nearly a trillion dollars a year (mostly in borrowed money) to defend against” (p.70) terrorist groups
that to some extent have been homegrown from the very social media tools we are purporting to be

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educational and benign. In fact, in part, it is the “digital revolution” that has created to the “colonization
of non-Western cultures” (p. 75) that has promoted “the intense rage that leads to terrorism” (Bowers,
2014, p. 75). As one can see, the irony lies in the fact that the advancements that the Westernized world
has worked so hard to create and that they utilize (Kim, 2013) are the same tools that may contribute to
their partial downfall. Thus, there is an opportunity for teachers, instructors, professors, administrators
and even community leaders to redefine Facebook and other social media platforms for good and use it
as a social critique and/or as a social movement.

Schools as a Platform for Social Critiques/Movements

The last discussion will focus on the way in which schools may be able to utilize social media as a platform
for social critiques and/or movements. Askanius & Ostergaard (2014) state, “Popular social movements
are articulations of civil society. They are segments of the population that see themselves as holders of
rights and organize to claim them” (p. 167). A number of recent social movements have been started by
young people utilizing social media as their platform against the machine of social inequality. Akerman
(2012) notes that because of social media that those who were once seen as “media consumers” are now
“media-producers” (p. 228).
Thus, school-wide projects can be created that seek to critique social inequality or even begin social
movements. Simmons (2014) states the following; “[…] due to the various means of communication,
all nations known of one another, the educational and economic fields have been leveled for everyone to
participate (Akerman, 2012; Friedman, 2005) and seemingly, at least for those with access to technol-
ogy, without privilege. This occurrence thus extends to issues of social justice. Now when something
newsworthy occurs, eventually everyone knows (e.g., KONY 2012; the Arab Spring) and educators
can capitalize on movements such as KONY 2012 and the Arab Spring and utilize them as a sounding
board where students learn about current events, issues and the world all via the comfort of the Internet.
Regardless of how social media is used within the classroom, more research needs to be completed in
regards to how social media can be most effectively used within the realm of education.

FUTURE RESEARCH DIRECTIONS

As one can see, social media has had and continues to have an immeasurable effect on society as a
whole. In addition, it has vastly impacted how educators “do” education. Zhang, Flammers and Yang
(2010) state, “With the growing interest for social media in educators’ circles, an increasing yet still
small number of academic studies in social media in higher education institutions have been conducted”
(p. 219). Therefore, it is imperative that further research be completed.
Since only a small amount of research on social media has been completed on its use in educational
institutions, there is still not a consensus on what impact social media actually has on the learning curve
of K-12 and higher education students. With that being said, it is important for future researchers and
educators to examine the phenomenon surrounding the use of social media in the classroom.
It is recommended that future research focus on a number of arenas: (1) the legal and ethical implica-
tions of the use of social media in the classroom; (2) the best practices of educators in regards to social
media (i.e., an extensive list of possible projects, etc.); (3) an exploration of various school districts poli-
cies on the use of social media, and (4) the actual effect of learning utilizing various social platforms.
Additional research questions include:

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1. What are the boundaries that should be set in regards to using social media in a classroom and
among youth?
2. How can social media platforms be used to create a sound foundation for learning?
3. Which social media platforms are best for being used in education and across subjects?
4. What are some similar practices across school boards in regards to the use of social media?
5. What are the effects, whether negative or positive that various social media forums pose for stu-
dents? Faculty? Administrators?
6. Is there a difference between using Facebook versus Twitter?

This list of questions is not extensive, however, it may lead readers to begin to explore topics that
would contribute to establishing the role that social media has and may have in the future in regards to
education, regardless of age, grade or standing.

CONCLUSION

This chapter set forth to introduce the reader to pertinent terms, a brief history of the 21st century, the
impact of technology on society (i.e., better known as globalization) and the effect that the media and
more specifically social media has had on society and educational institutions. After surveying the
literature, it is apparent that while most agree that social media has had a profound effect on the world,
there is little consensus on its effects within the classroom. Moreover, there has been little research on
the effects of social media and learning.
Nonetheless, it is clear that social media platforms can be utilized as a tool that further the lines of
communication among students and the outside world. In addition, if used properly, social media can
enable students to be transformed from passive learners to active learners who become involved social
actors within their neighborhoods, their communities and their societies.
In closing, it is then imperative for educators, regardless of location, age or grade-level taught, to
utilize various social media platforms in order to facilitate the learning process for their students and
possibly also in order to communicate with local stakeholders.

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KEY TERMS AND DEFINITIONS

Arab Spring: A movement that began in the Arab world, where Arabs suddenly feel a sense of pride
and have been speaking out and utilizing social media to transmit messages in regards to self-pride,
fighting corrupt governments and other social injustices that have been imputed unto them as a people.
Gentrification: The process by which lower-income areas in the United States, which tend to be
predominately African-American and Hispanic, are redeveloped into middle-class neighborhoods,
which usually leads to the displacement of African-American and Hispanic populations to be replaced
predominately by Caucasians.
Globalization: A movement of changed interactions worldwide that have been caused by boosts in
technological innovations. Said innovations have led to drastic changes throughout all societies.
Media: A form of one-directional communication that provides the general population with informa-
tion regardless of the form (e.g. print, audio, visual, etc.).
Multicultural: An arena where various people from different cultures, races and religions exist
within the same social sphere.
Multiculturalism: A movement of preserving various cultures within one nation-state while at the
same time enabling understanding between various people of various cultures.
Nation-State: A state that is sovereign and for the most part homogenous and seeks to maintain a
certain level of homogeneity within its borders. Therefore, the people making up the state are all from
said nation and are deemed to be as one people.
Social Media: The means by which technological advances have led to communications that are based
on a bottom-up process and which enables the voices of the unheard who have access to the Internet to
be able to make their voice heard within various web-based communities.
Virtual Classroom/World: Space where students are educated along a platform that exists some-
where in cyberspace. Students and instructors can be located anywhere in the world and are connected
via the internet through platforms, microphones and cameras.

This research was previously published in Accelerated Opportunity Education Models and Practices edited by Rene Cintron,
Jeanne C. Samuel, and Janice M. Hinson, pages 203-225, copyright year 2017 by Information Science Reference (an imprint
of IGI Global).

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