Using A Social Networking Site in The Classroom To Increase Engagement and Collaboration

Using a Social Networking Site in the Classroom to Increase Engagement and Collaboration
Mark W. Whipple Bridgewater State College Bridgewater, MA
Ragen D. Tiliakos, Ed. D. April, 2009
Abstract Can a social networking site (SNS) be used in a high school classroom to increase student engagement and collaboration? As SNSs like MySpace rise in popularity, parents and administrators have become increasingly concerned over their risks. In 2008 the Attorneys General of the U.S. signed an agreement with MySpace which sought to address concerns about online safety (Angus, M. & Attorneys General of the United States 2008). Given the anxiety associated with them, is it possible to use a social networking site in a positive way in an academic setting? In this study, students in a ninth-grade social studies class used a teacher-controlled social network. Each student assumed the persona of a historical figure and created a profile page, and also interacted online with other students in character. Through the use of a student survey, observations of student behavior, and an interview with the students teacher, the study looked for evidence of increased student engagement and collaboration as they used the social networking site during an in-class assignment. The results from the student survey indicated that they enjoyed the activity and benefitted from working in an environment where all students can see each others work. The videotaped observations were inconclusive, partly because of a small sample size and partly due to problems with the
design of the observation portion of the study. The interview with the students social studies teacher included significant positive feedback regarding the usefulness of social networks in the classroom and provided a number of avenues for potential future studies.
Social Networks in the Classroom 2 Table of Contents Abstract.......................................................................................1 Introduction.................................................................................4

Importance.........................................................................................4 Background.........................................................................................5 Description of the Program..................................................................7 Statement of the Problem....................................................................7 Research Question..............................................................................8 Definition of Terms..............................................................................8 Cognitive constructionist learning theory............................................................8 Ning.com.............................................................................................................9 Profile page..........................................................................................................9 Social constructivist learning theory....................................................................9 Social network.....................................................................................................9 Social networking site........................................................................................10 Revolutionary Leaders project...........................................................................10 Summary of Research Design.............................................................10 Assumptions.....................................................................................11 What is a Social Networking Site?.......................................................13 Current Usage Trends........................................................................14 How Risky are SNS?...........................................................................15 Bringing SNS into the classroom.........................................................16 Conclusion........................................................................................17 Sample..............................................................................................19 Materials...........................................................................................20 Procedure.........................................................................................21 Analysis............................................................................................24 Limitations........................................................................................25 Time...................................................................................................................25 Lack of control for behavior observations..........................................................25 Faulty assumptions about the implications of student behavior........................26 Sample Size.......................................................................................................26 Videography......................................................................................................26 Generalizability..................................................................................................27 Conclusion........................................................................................27 Sample..............................................................................................29 Results..............................................................................................30 Survey results....................................................................................................30 Behavior videotape results................................................................................32 Social studies teacher interview results.............................................................35 Discussion and Conclusions................................................................37 Student survey..................................................................................................37 Student behavior observations..........................................................................42 SS teacher interview..........................................................................................43
Literature Review.......................................................................13
Methodology..............................................................................19
Results and Conclusions..............................................................29
Social Networks in the Classroom 3

Implications for Teaching...................................................................43 Further Research...............................................................................44 Conclusion........................................................................................45
References.................................................................................46 Appendix A Student Survey Questions.......................................49 Appendix B Student Observation Rubric....................................52 Appendix C Student Permission Form........................................54 Appendix D Letter to Principal..................................................55 Appendix E Letter to Soc. Studies Teacher.................................57 Appendix F Summary of Student Survey....................................59 Appendix G Behavior Observation.............................................63 Appendix H Behavior Data Charts..............................................65 Appendix I Behavior Data Averages...........................................66 Appendix J Social Studies Teacher Interview..............................67
Social Networks in the Classroom 4 Chapter One: Introduction Importance This study investigated whether a social networking site (SNS) can be used to increase student engagement and collaboration in a classroom activity. The study is important to teachers and administrators who are considering the use of Web 2.0 technology to increase student engagement and collaboration. Social networking sites (also called social networking services) are online communities that are drawing a growing number of teens to interact and communicate online. A Pew study from 2007 found that 55 percent of teens between the ages of 12 and 17 had created a profile on MySpace or Facebook (Lenhart, A., Madden, M., Rankin Macgill, A., Smith, A. , December 19, 2007, p. i). In addition, the study found that for most teens, their principal activities while on the Internet are focused on information gathering rather than communication. Seventy-seven percent of teens reported accessing the Internet to get information about news and current events. Is it possible to design a classroom activity, which capitalizes on the intense interest teenagers have in the Internet, and specifically social networking sites? Constructivist learning theory, on which this study is based, holds that learning is most effective when students are actively engaged in
Social Networks in the Classroom 5 constructing knowledge. Vygotsky and the social constructivists felt that (b)ecause learning is essentially a social phenomenon, learners are partially motivated by rewards provided by the knowledge community. However, because knowledge is actively constructed by the learner, learning also depends to a significant extent on the learner's internal drive to understand and promote the learning process. (Graduate Guide for Student Instructors, n.d.)
In the urban high school where this study takes place, the problem of low student engagement is an ongoing concern expressed to this researcher by several faculty members. This study sought to determine if it is possible to increase student engagement by creating a student activity within a SNS. In addition, in an online social network each student can see and provide feedback on all other students work, while receiving feedback from them. This study examined whether the transparent nature of social networks increases student collaboration. Background For the last four years, a social studies teacher at an urban high school has included an extended research project in her ninth-grade classes. The students each chose a historical figure that they believed has had a revolutionary impact on society. The students researched their Revolutionary Leader using electronic and traditional sources. By the end of the unit each student completed a research paper which sought to make the argument that their Revolutionary Leader is the most revolutionary of all (compared to those of their classmates).
Social Networks in the Classroom 6 One of the teachers objectives for the project is to have the students write their first high school research paper, gaining experience with all the skills necessary to the process, including research, time management and critical thinking. To date the only modern technology used to complete this project was a limited amount of online searching and the use of word processing software to type the paper. In the view of the social studies teacher, many of her students are very concrete thinkers and have difficulty with the concept of what makes a historical figure revolutionary (Interview with E.B., 2008). When building their arguments, they typically list their Revolutionary Leaders accomplishments, but do not discuss what those accomplishments mean, or the impact they have. It is also challenging for the students to maintain their focus over the weeks that pass between choosing their Revolutionary Leader and ending when the paper is handed in. The social studies teacher plans the project with the expectation that, for many of these students, this is one of the more challenging research projects they have encountered in their school career. Like most public schools classes, the social studies teacher sees students with a very wide range of abilities. She has frequent class discussions and group activities to try to have students support each other in their learning, but some of the students who could benefit most from that sharing are not very engaged at the appropriate time.
Social Networks in the Classroom 7 Description of the Program High school students participated in a teacher-controlled online social network created on a SNS called Ning.com. This social network is private. All students requested admission to the network and were granted access by their social studies teacher. Each student assumed the persona of a historical figure and created a profile page for that character, with personal facts, pictures and videos. Using discussion groups created by the students themselves within the social network as well as one-to-one posts they interacted with other Revolutionary Leaders. The students were required to answer a set of questions about their Revolutionary Leader, and their answers were viewable by all within the social network. The students were also required to have certain text and multi-media elements on their profile page. They were encouraged to create and participate in discussion groups as well as leaving posts on others profile pages. The online segments of this activity took place in a school computer lab during the students scheduled Computer Science classes. Students were able to access the social network outside of class time, and while they were encouraged to do so, it was not a requirement. This project served as the students mid-term assessment. Statement of the Problem
Social Networks in the Classroom 8 The Revolutionary Leaders project is a challenging one for students, both in its scope and in the requirement for critical thinking. It is also challenging for the teacher to frame the project in a constructivist, collaborative setting, due to the solitary nature of research-paper writing. One goal of this study is to determine if the students would benefit from the feedback they might receive from others and also learn from viewing others work. In this school many teachers cite the difficulty of keeping students engaged particularly when the work is challenging or when a project is spread over several class sessions. Is it possible to use a SNS to increase the students engagement and allow them to learn from each other?
Research Question Did the use of a social networking site in a ninth grade social studies project lead to increased student engagement and collaboration? Definition of Terms Cognitive constructivist learning theory. Cognitive Constructivists base their understanding of the learning process on their interpretation of the learners internal mental processes rather than observed behavior. They believe learners actively construct new knowledge by building on past learning. Therefore learning is an active process of discovery rather than a
Social Networks in the Classroom 9 passive activity (Graduate Guide, n.d.). Ning.com. A social networking site that allows an individual or group to create an online social network, so that people with a particular interest or affiliation can interact online. The social networks can either be public or private, with the latter being limited to those who are granted access by the networks creators or administrators. Profile page. On many online social networks, each member of the network creates a page with details about themselves including a picture, some biographic details, lists of likes and dislikes, lists of friends and a list of groups the individual has joined. The social network member may customize their profile page with pictures and videos of themselves, friends, and anything that interests them. In the social network used during this study, the students do not need any knowledge of programming or HTML to customize their profile page. Social constructivist learning theory. Social Constructivists believe that learning cannot be viewed separately from language and cultural context with which that learning takes place; therefore, learning is a social process. (Graduate Guide, n.d.) Social network. An Internet-based community, where members post information and media pertaining to themselves, and have the opportunity to find and interact with other members, particularly those with shared real-life interests or experiences. In this paper, the term social network will always be
Social Networks in the Classroom 10 used to refer to an online community, rather than a social network formed through any other means such as face-to-face or via the telephone (Wikipedia, 2008). Social networking site. An Internet site which supports the creation and use of online social networks. Popular, commercial SNS such as Facebook.com only offer one large social network, so the site is synonymous with the network. In this study the SNS Ning.com was used (Wikipedia, 2008). Revolutionary Leaders project. This is a project developed several years ago by a teacher at an urban charter school. Students choose a historical figure they believe had a revolutionary impact on their society, and then write a research paper on that person. The project is intended to teach and reinforce the skills needed to construct a significant research paper, while gaining an increased understanding of what it means for a person to be considered revolutionary.
Summary of Research Design The participants of this study were the entire ninth-grade population of an urban charter school (68 students). The following methods were used to collect information about the effectiveness of this activity:
Social Networks in the Classroom 11 1. An observation of student behavior before the SNS activity. 2. An observation of student behavior during the activity. 3. A survey of student opinions of the online social network activity. The survey was conducted after the conclusion of the activity and asked how much time the students felt they spent on the project, and whether they spent more time on the activity because it was a social network. 4. A select group of students was observed during the activity. The students in this group were a convenience sample based on seating arrangements in the classroom and the physical limitations of the video camera. 5. The social studies teacher was interviewed regarding her opinion of the project and its impact on her class. Assumptions This study assumes that increased student engagement is an outcome that is beneficial to students and desired by teachers, since according to constructivist theory learning is most effective when students are actively engaged in constructing knowledge. It is possible that students may be engaged in the activity yet not constructing knowledge. However the students who are typically not engaged or engaged at a very low level should benefit substantially from increased engagement, because those
Social Networks in the Classroom 12 students are almost certainly making less progress than if they were engaged. Prior to conducting this study it was assumed that students who are talking to their peers during a computer-based activity were probably not engaged in completing the activity. As will be discussed in Chapter 4, this assumption proved to be false.
Social Networks in the Classroom 13 Chapter Two: Literature Review This paper focuses on the question, Can online social networking site be used in a classroom environment to increase student engagement and collaboration? SNS such as Facebook and MySpace are a source of concern among parents, educators and politicians. In 2007 National Public Radio reported that Virginia had become the first state to institute an Internet Safety curriculum (Hochberg, 2007). The curriculum is broken down by subject area and grade level, and it includes information about potential dangers and proper precautions related to online activity (Virginia Department of Education, 2008). This was in response to concerns from parents and educational administrators about sexual predators and other adults who use SNS like Facebook to prey on children. In 2008, the Attorneys General of the United States signed an agreement with MySpace which sought to define concrete steps to address child safety issues. This document begins with a guiding principle: Providing children with a safer social networking experience is a primary objective for operators of social networking sites (Angus et. al., 2008). Given the perceived risks of social networking, is there a place for SNS in an educational setting? For those willing to consider and manage the perceived risks, there are a number of potential benefits for teaching and learning. What is a Social Networking Site? Ellison and boyd (2007) define social network sites as
Social Networks in the Classroom 14 web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system. The nature and nomenclature of these connections may vary from site to site. (n.p.)
Popular SNS include Facebook, MySpace, Orkut and LinkedIn. There are many private or special interest SNS such as those which can be created at Ning.com. Using Ning.com, anyone can create and manage a SNS based on a hobby, professional interest or other affinity. Ning networks can be public or private, with the latter allowing membership only to those who are approved by the group moderators. What are the Current Usage Trends for Children who use SNS? Many teenagers are very active on SNS. Of those students between the ages of 9 and 17 years old who have Internet access, 96 percent report having used any of a wide range of social networking technology including text messaging, chatting, and visiting SNS such as Facebook or MySpace (National School Board Association, hereafter NSBA, 2007, p. i). Seventy-one percent say they use social networking tools at least once a week. Another study found that 55 percent of teenagers have a personal profile page on a SNS (Lenhart & Madden, April 2007, p. ii). How are these children (between the ages of 9 and 19) using social networking technology? Nearly 60 percent talk about educational topics and more than 50 percent talk specifically about schoolwork (NSBA, p. 1). Most
Social Networks in the Classroom 15 teens use SNS to keep in touch both with friends they see frequently (91 percent) or those they seldom see in person (82 percent) (Lenhart & Madden, April 2007, p. ii). Teen and tween SNS users create and share a variety of content, including pictures, music and videos. They also wrote blogs, posted messages and created web sites for themselves and others (NSBA, 2007, p. 3). How Risky are SNS? There is wide-spread concern voiced in the media regarding the risks children face when using SNS. The mandate imposed by the state of Virginia is one example. In a point counterpoint piece in a magazine published by the International Society for Technology in Education (ISTE), Chuck Favata writes: By their very nature, social networking sites are used to exchange personal information; teachers, student and parents must realize a simple phrase can give a predator all the information he or she needs to trace a victim . . . Social networking sites simply serve as the White Pages for pedophiles. (Baker & Favata, p. 9) More than half of school districts surveyed have reacted to these concerns by specifically prohibiting the use of SNS in school (NSBA, 2007, p. 4). A National School Board Association (NSBA) survey found that it was fairly rare for students using SNS to encounter the type of problems that create headlines: About one in 25 students (4%) say theyve had conversations on social networking sites that made them uncomfortable . . . Fewer than one in 30 students (3%) say unwelcome strangers have tried repeatedly to
Social Networks in the Classroom 16 communicate with them online . . . Only about one in 50 students (2%) say a stranger they met online tried to meet them in person . . . Only . 08 percent of all students say theyve actually met someone in person from an online encounter without their parents permission. (NSBA, 2007, p. 6) Given these statistics, the survey authors conclude, The vast majority of students, then, seem to be living by the online safety behaviors they learn at home and at school (NSBA, 2007, p.6). Bringing SNS into the Classroom There are numerous potential benefits to using SNS in a classroom activity. Most teens use SNS by choice, so during the study activity the navigation of the environment was familiar to many of them. The oft-cited risks appear to be vastly overstated, so promoting the use of SNS by incorporating it into a classroom activity did not have the effect of promoting risky behavior. In fact, the design of this research utilized a private SNS where membership can be controlled and outsiders were not be allowed. Students did not post any information about themselves; instead they assumed the role of a historical figure. There are significant potential pedagogical advantages to using an SNS for a social studies role-playing activity. A recent MacArthur Foundation study found that students who participate in new media online (such as SNS) typically learn valuable social and technological skills that they will need in high school, college and beyond (Ito, et. al., 2008, p. 2). Social constructivism holds that students create learning in social
Social Networks in the Classroom 17 contexts (Vygotsky, 1978, p. 88) and the SNS provides that context. Vygotskys zone of proximal development describes an ideal level of intellectual challenge for a given learner, who can only advance to a more advanced level through the assistance of adults or more capable peers (ibid.). An SNS provides an environment where students can interact freely with those both above and below their level of understanding. Social constructivism theory also suggests that students learn best when collaborating and engaged (Graduate Guide for Student Instructors, n.d.) and the main goal of this research is to determine if the students are engaged and collaborating, and to what degree. Dalsgaard suggests another benefit: that using an SNS during a classroom activity, the learning process is transparent; all information is available to all participants (Dalsgaard, 2008, p. 2). Gee (2004) considers SNS affinity spaces, and seeks to understand why students learn more from and are more engaged with popular culture than with their textbooks. He argues that people find a shared understanding in affinity spaces yet they can participate in ways and at level that is meaningful and appropriate for them. They can tap into the learning of others while feeling like an expert, constantly acquiring new knowledge. This study seeks to determine if that type of collaboration can occur in a social studies class of ninth grade students, resulting in a measurable increase in their engagement. Conclusion Many of todays high school students are active digital citizens. They
Social Networks in the Classroom 18 are frequently engaged in creating, sharing and learning online. One of the new media they use are SNS like MySpace and Facebook. The social networking environment used or this study would probably be very familiar to most teens. State officials, school administrators and parents have many concerns regarding teens participation in a range of online activities including SNS. While there are certainly risks to being online, those risks tend to be overestimated. Through proper education many of the risks can be managed effectively. This activity took place in a private social network that was not be accessible to anyone outside the school where it takes place. There are many potential benefits to using controlled social networks in classroom activities. Social constructivist theory suggests that the ability of students to see each others work creates an environment where increased learning is likely. This study attempted to identify and implement a productive use of SNS in the classroom by looking for increased student engagement and collaboration during the course of the activity.
Social Networks in the Classroom 19 Chapter Three: Methodology This study asks Can online social networking sites be used in a classroom environment to increase student engagement and collaboration? The method of gathering data in this study was a non-experimental observation and survey conducted during a high school computer class. Students were required to use a teacher-controlled social network site as part of a social studies project. This study collected data regarding student behavior, student reaction to the study, and teacher reaction to the study. This design was intended to gather data while students are actually using a SNS in a classroom environment. This chapter will discuss a variety of topics pertaining to the study, including the sample, materials, procedures, data analysis and potential limitations. Sample The participants in this study were selected by a convenience sample. This study focused on the ninth-grade class of a small urban public high school. All ninth graders in this school have a Computer Science (CS) class one day a week (either Monday or Wednesday), and that class is where the study took place. The researcher is the students CS teacher. The students were not required to continue working on the activity outside of the CS class, and while they may choose to do so, this study only includes observation of them during the CS class. The study focused on an activity that is part of the
Social Networks in the Classroom 20 ninth grade social studies curriculum. The entire ninth grade (about 70 students) has the same social studies teacher, who cooperated in this study. While all students participated in the activity, the study only focused on about half of the students. The students selected for the study were those who have class on Monday and who also turned in a permission slip. Due to physical constraints of the CS classroom, the portion of the study focusing on student behavior was confined to a small number of students. The students behavior was recorded on videotape for later coding. Because the students computers are arranged around the four walls of the , there is no place in the room where the video camera could record all of the students. Materials The study included direct observation (that is, analysis of a video tape), a post-intervention student survey and a post-study teacher survey. The materials needed for this study included: Computer lab with at least 20 computers with Internet access Properly configured social networking site on NING.COM Post-study survey of student reactions to the social networking site Rubric for tracking certain student behaviors before and during the study Video camera, tripod and blank videotape for recording before and during the study Internal Review Board-approved consent forms, for parents, students and school administrators
Procedure There were several measurements made during the course of this study. Those measurements include: An observation of student behavior during the social networking site activity, recording the frequency of specific behaviors; A post-activity online survey of student reactions to the activity using Survey Monkey; and An interview with the social studies teacher regarding her reactions to the activity.
Originally it was expected that several weeks prior to the study, students would be videotaped during an activity in their CS class. Their behavior was to be scored on the same rubric used during the study and the data will serve as a control for their behavior during the study. Unfortunately, the timing of the approval from the Bridgewater State College Internal Review Board and the scheduling constraints of the school where the study took place prevented the control observation from taking place. The rubric form for video observation (Appendix B) provided space to track the following behaviors: How many times did the student talk to another student? How many times did the student get up from their seat? How many times did the student raise their hand, asking for help with the activity? How many times did the student ask a question that was not related to the activity?
Social Networks in the Classroom 22 How many times did the student appear to stop working for some other reason? How many times was the student observed to have a web site or program open that was not related to the social networking site activity? Students were given consent forms to be signed by the students and their parents or guardians (see Appendix C). The consent form told the students that there was a study taking place during their computer science class during January, 2009 and they had the right to opt out of the study. They were told that the study may include diagnostic pre-test, direct observation, observation through the use of videotape, and a short survey at the end of the study. They were also told that their identity would be known only to the researcher (who is their computer science teacher) and their social studies teacher, and that all materials including any videotapes would be not be shared with anyone outside of the school. The students were asked to bring the signed form back in one week. Prior to distributing these consent letters to the students, permission was obtained from the school principal (Appendix D) and the ninth-grade social studies teacher (Appendix E). Two weeks prior to the study, students were exposed to the interface of the SNS. Best practices were discussed regarding page creating (for their chosen historical figure), interaction with others on the site and presentation of evidence which demonstrates their understanding of the significance this historical figure had on society. As part of the activity the students were evaluated on the visual elements of their page within the social network site,
Social Networks in the Classroom 23 but that evaluation is not part of this study. It was intended that, one week prior to the study students would be given a pre-test to evaluate their understanding of the core concepts of the social studies project (called the Revolutionary Leaders project). This would have served as a diagnostic tool for the social studies teacher and would have allowed for the potential for comparing the behavior and reaction of students who score well on the pre-test to those who did not score as well. After discussions during the final stages of planning this activity, the social studies teacher decided that the students did not have sufficient skills and knowledge to make the pre-test a useful tool, so it was not administered. Once the study began, the students spent two 50-minute periods (over the course of two weeks) in CS class to complete the visual portion of their social network site page. During that time a group of students were videotaped. Some of the same students were videotaped in each of the two class sessions. One week after the study concluded, the students completed an online survey asking them about their reactions to the SNS activity (see Appendix A). The survey which consisted of six Likert-scale questions and two questions with a range of time values, asked them: How much time they spent on the activity over the course of the two week study period; If they spent time on the activity outside of class;
Social Networks in the Classroom 24 Whether they spent more time on the activity because it was a social network site; Whether they approached the activity differently because it was a social network site; If they felt they concentrated more on this activity than (the prior activity in CS class, which was used as a behavior control); and Whether they learned from other students on the site, either from reading their work or by receiving feedback from those students on their own work. Three weeks after the study concludes, the raw data was collected from the online survey and the videotaped observations. Several weeks after the study concluded the social studies teacher was interviewed regarding her reaction to the activity and the data collected. Analysis This data collected by this study includes qualitative data (the behavior observation and teacher survey) as well as ordinal quantitative data (the Likert-style student survey). Because of the small sample sizes and relatively small number of questions, the statistical methods applied will be descriptive rather than analytical. The student survey was used to determine if students had a positive experience during the activity and if they tended to spend additional time on the project. Positive results for either of those types of questions would also suggest that the students were more engaged during the activity. In addition the survey attempted to determine if students believed that their online interaction with their classmates and the fact that the rest of the class could
Social Networks in the Classroom 25 see their work caused a change in their attitude towards this activity. As part of the data gathered in the student survey, they were asked about their attitudes towards the transparency of the activity that is, the fact that their work is visible to and critiqued by their classmates. Using the data from this survey, this study attempted to determine if students work differently when using the social network, either because others can see their work or because they can see the work of their classmates, or because of the feedback they receive while in the online environment. The teacher interview was qualitative data which was used as a complement to the other data gathered, with the intention of providing some amplification of other findings. Limitations There are a number of limitations which may lessen the validity or applicability of this study. They include: Time. Due to the limitations of scheduling this study took place over just two 50 minute class periods. That may have been too little time to collect data that to allow the research to draw meaningful conclusions. Lack of control for behavior observations. The original design of this study included the videotaping of students involved in this study during a prior class. The objective was to provide baseline data for the observed behaviors (Appendix G), allowing the researcher to see if the behavior changed as a result of the activity. Unfortunately, the timing
Social Networks in the Classroom 26 of the arrival of the Internal Review Board approval and scheduling constraints within the school where the study took place prevented the pre-activity observation to take place. Without data from another class to compare with the behavior recorded during the study, it is impossible to draw conclusions about the change in the level of engagement of students during the study activity. Faulty assumptions about the implications of student behavior. The design of the behavior observation portion of the study was intended to detect if students were more or less engaged in their work during this activity. An assumption was made that if the students were talking and not focused exclusively on their computer screen, that they were off task and not working on the activity. Since several students who talked quite often still finished their work, it is possible that they were, in fact, talking about the activity. Unfortunately it was not possible to tell from the videotape what the students were discussing, so the usefulness of this data in determining the engagement of the students is very limited, if it is useful at all. Sample size. A group of 37 students completed the student survey, and only 8 of them were observed through the use of videotape. The small sample size means the results may not apply to a larger population. Videography. There were physical and other considerations regarding
Social Networks in the Classroom 27 the videotaping to be done as a method of observing student behavior. The camera could only capture a portion of the classroom, since it was fixed (not manned). One additional limitation: on the student observation rubric there is a behavior identified for measurement which is intended to capture whether a student is doing work on their computer which is not related to the activity. In most cases it was not possible to determine from watching the videotape what the students were doing on their computer. Generalizability. The degree to which students are familiar with, and motivated by an activity that involves a SNS may have many influencing factors, including age and previous online activity. This study does not control for these or other relative factors. Conclusion This study attempted to determine if the use of a SNS as part of a social studies project leads to increased student engagement and collaboration. The methods used to gather data included the observation of student behavior, a student attitude survey and a teacher interview. The observations and some interview questions have been analyzed for evidence of a change in student engagement. Other interview questions have been used to determine if there is increased student collaboration due to the use of a social network in this activity. Finally, the teacher interview provided qualitative information used to further inform the interpretation of the results gathered during the study.
Social Networks in the Classroom 29 Chapter Four: Results and Conclusions This study sought to determine if an online social networking site could be used in a classroom environment to increase student engagement and collaboration. Data was collected through videotaped classroom observations, an online survey and an interview with the students social studies teacher. Sample There are 68 students in the ninth grade at the urban charter school where this study took place. Every freshman is required to enroll in the Introduction to Computer Science course that meets once a week. All freshmen also have the same social studies teacher, who cooperated in this study. The ninth-graders were given a informed consent form to be signed by the student and a parent or guardian (see Appendix C). Forty-three forms were returned, indicating that the student and their parent/guardian were willing to let the student participate in the study. The data for this study was gathered over two weeks time in two separate classes of ninth grade students. The study was conducted during the students normally scheduled Computer Science class. In these classes the students worked on a social studies project using a social networking site. During the classes a total of eight students were videotaped to enable subsequent encoding for certain behaviors. These observations were designed to uncover evidence of student engagement. The original design
Social Networks in the Classroom 30 was to videotape a prior class as a control, but scheduling problems made that impossible. The time of each videotaped segment is included (see Appendix G) because the videotape includes only the portions of each class where students were working on this project, which in one case was as brief as 12 minutes. After the two weeks had passed the students were asked to take an online survey about their experience during the study. Thirty-seven students completed the survey. The six remaining students either were absent that day or chose not to participate at the last minute. The data are presented in Appendices F, G and H. Results Survey results. Out of the 37 who took the survey, only one disagreed with the first question: I enjoyed using the social networking site for this part of the Revolutionary Leaders project. Thirty-two students, or 86.5% agreed with the statement, and four strongly agreed. Twenty-two out of the thirty seven students (59.4%) disagreed or strongly disagreed with the statement I spent more time working on the Revolutionary Leaders social networking site because it was like Facebook or MySpace. In response to the statement I liked being able to interact with my classmates online during this project (even though they were acting in the role of their Revolutionary Leader, 56.8% agreed and 24.3% strongly agreed. Nineteen students disagreed with the statement I worked harder on this project because I knew my friends
Social Networks in the Classroom 31 could see my work and five strongly disagreed, for a total of 64.9%. Regarding the fifth question on the survey, During this project I learned a lot from looking at the profile pages created by my classmates, 54.1% agreed and 32.4% disagreed. Nineteen students disagreed with the statement During this project I learned from my classmates when they left comments Strongly Disagre Strongly Survey Question Disagre Agree e Agree e
1. I enjoyed using the social networking site during this part of the Revolutionary Leaders project 2. I spent more time working on the Revolutionary Leaders social networking site because it was like Facebook or MySpace. 3. I liked being able to interact with my classmates online during this project (even though they were acting in the role of their Revolutionary Leader). 4. I worked harder on this project because I knew my friends could see my work. 5. During this project I learned a lot from looking at the profile pages created by my classmates. 6. During this project I learned from my classmates when they left comments on my profile page. N Percenta ge N Percenta ge N Percenta ge N Percenta ge N Percenta ge N Percenta ge 0 0.0 4 10.8 3 8.1 5 13.5 2 5.4 8 21.6 1 2.7 18 48.6 4 10.8 19 51.4 12 32.4 19 51.4 32 86.5 13 35.1 21 56.8 11 29.7 20 54.1 9 24.3 4 10.8 2 5.4 9 24.3 2 5.4 3 8.1 1 2.7
on my profile page and eight more strongly disagreed (73% total). A compilation of the data for the first six questions is shown in Table 1. Table 1 Student Opinion and Experience Survey (n=37) The last two items in the survey asked the students about the time
Social Networks in the Classroom 32 they spent on the project. The class periods at this school are 50 minutes long, although the students did not have an entire period to work on this project during either of their classes. The first question of the two was: Approximately how much time did you spend working on your page in the Revolutionary Leaders online project? Approximately thirty-two percent of the students indicated they spent one hour or less, and about thirty-eight percent said they worked on this project from 1 to 2 hours. The last question of the survey was Approximately how much time did you spend on the Revolutionary Leaders site doing things other than working on your page, such as making posts to groups and forums or reading and commenting on others' pages? Eighty-one percent said they spent one hour or less, and nineteen percent indicated they spent one to two hours. Table 2 shows the survey data for the last two questions. Table 2 Student Opinion and Experience Survey (continued)
Survey Question 7. Approximately how much time did you spend working on your page in the Revolutionary Leaders online project? 8. Approximately how much time did you spend on the Revolutionary Leaders site doing things other than working on your page, such as making posts N Percentag e N Percentag e 0 -1 Hour 12 32.4 30 81.1 1-2 Hours 14 37.8 7 18.9 2-3 Hours 8 21.6 0 0 3-4 Hours 2 5.4 0 0 More than 4 Hours 1 2.7 0 0
Behavior videotape results. There were a total of eight students
Social Networks in the Classroom 33 videotaped during the study period. Several were videotaped in both classes. The small number of participants was due to the limitations of a stationary video camera combined with the arrangement of students in the room who were allowed to participate. There were six student behaviors that were tracked when observing this video (see rubric in Appendix B): 1. Talking (to another student one occurrence for approximately each 5 seconds of talking) 2. Get Up (when a student left their seat) 3. a. Activity Question (when the student asks the instructor a question specific to the assigned activity) 3. b. Non-Activity Question (when the student asks the instructor a question that is not related to the assigned activity) 4. Stop Working (when the student stops their work in the assignment) 5. Screen Off Task (when the students computer screen is showing something other than the assignment)
The distance of the camera from the students usually did not allow the observer to determine what was being said or what was on the students computer screens. Table 3 shows the average period between observed behaviors. The table is sorted by the grade the student received on the assignment, and then on total minutes observed. These averages were derived by dividing the length of the observation (the videotaped segment) in minute by the number of instances of a specific behavior. The result is a average number of minutes between occurrences of a behavior. A lower number indicates that a behavior occurred more frequently, a higher number, less often. Converting the data to averages allowed the data for both class
Social Networks in the Classroom 34 meetings to be combined for those students who were observed both times. The averages also make it possible to compare the behaviors of all students regardless of how long they were observed. The grades each student received for the activity (which was their mid-term assessment) are included. Taking the mean of the results from all eight students across both weeks shows that on average, students talk to their neighbor once every 2.47 minutes. They ask a question about the activity every 6.34 minutes, they ask a question not related to the activity every 10.85 minutes and they stop work 11.21 minutes. The other behaviors occurred very infrequently during the study. The detail for each student/class meeting is in Appendix G. The combined behavior data is illustrated in two graphs in Appendix H. Table 3 Observed student behaviors (from videotape)
5. Screen off task
3.b. Non-activity Question
4. Stop Working
Activity Grade
Term 2 Grade
3.a. Activity Question
1. Talking
2. Get Up
Student E F A H G C B
67.5 67.5 12.3 22.1 36.0 34.4 12.3
Minutes
Female Female Male Female Male Male Male
Gender
100 100 100 95 90 80 80
83 96 24 99 96 38 72
1.25 1.82 2.46 22.0 8 2.00 4.30 1.54 67.5 0
11.25 4.50
7.50 9.64
16.88 13.50 12.30
11.04 12.00 17.19 6.15 36.00 9.00 34.38 36.00

D 31.5 Female 70 60 2.86 3.50 15.75 15.75 31.50
Social studies teacher results. After the student survey was complete, this researcher interviewed the students social studies teacher. The conversation focused on what benefits this teacher felt the SNS activity had for her students. One important benefit that the SNS provided was the motivation students typically feel when their work is visible to a larger audience. She began by talking about how this Revolutionary Leaders project was constructed in large part to push students to think critically about a historical figures impact on the world, and how to make that argument based on evidence. She has tried various ways of getting the students to challenge each other regarding the arguments they make in support of their Revolutionary Leader and the evidence supporting those arguments. For students to take seriously the task of challenging each other, it needs to happen in a public forum, and it works best if there is some competition involved. In the past students received feedback when they were close to or at the end of the process when their paper was nearly complete. They had an opportunity to revise their paper once based on feedback. By posting their arguments in the social network, they can receive feedback from their peers earlier in the process. Its also iterative they can make changes and get more feedback right away. I can also steer those who are struggling towards the pages of those who I know have made clear, well-supported arguments (Appendix J). She felt that because the SNS is a vehicle for making arguments and challenging the arguments of others, the benefits that the students would derive from this SNS would come during the subsequent activities rather than
Social Networks in the Classroom 36 during this study. When I asked her whether she felt the activity that took place within this study increased student collaboration, she responded: Yes, but originally the collaboration was zero. Research cant be collaborative, but students can collaborate after theyve done some of the research on their Revolutionary Leaders. The true value in this project is the potential for having kids push each other to define what it means to be revolutionary! The friendly competition has the potential to push them ask each other hard questions. By reading and commenting on the posts of their peers, students can help each other figure out if they have a strong argument that makes sense (Appendix J). The teacher also felt that the SNS provides the students choices in their interactions that would not be possible in a traditional classroom setting. It would be nearly impossible to create a similar situation in a physical classroom with no computers. . . . theres no way I can provide the students with the same degree of choice [in a classroom activity] as a social network. Instead of one-to-one, their interactions can be one-tomany. Instead of having to try to remember facts about a random historical figure, each student chooses to post feedback or challenges on the pages of historical figures they are familiar with. In discussions with this teacher outside of the interview, she expressed to me a number of times how excited the students were to be participating in this SNS. When I asked if she thought that, overall, using the SNS in a classroom environment was valuable and something we should continue to do, her response was very positive but she seemed puzzled that I would ask that question, as if the answer was so obvious that the question need not be asked.
Social Networks in the Classroom 37 Discussion and Conclusions Student survey. Based on the responses to the first question of the survey, students enjoyed working on this project. They also enjoyed interacting with their classmates online (question 3). Most of the students learned from looking at the work of their peers (question 5). However, the students feel that they did not work harder on this project because their friends were watching (question 4) or longer on this project because it was like MySpace or Facebook (question 2). They also did not feel they learned from comments posted by their classmates. It is possible that the short duration of this project limited the amount of time available to the students, and that there was not enough time for commenting on others work. The student responses to the survey are summarized in Figure 1. The text of the questions can be found in Table 1 on page 27 of this report, or in Appendix F.
Figure 1 Student Survey Responses (n=37)
Although a majority of students stated they did not work longer on the project, the last two survey questions indicate that some students did put in additional time. Since there was less than an hour of class time to work on this project, students who answered that they spent more than one hour either put in some time outside of class (which is not the norm for this class) or over-estimated they time they put in on it. Nearly 30 percent put in more time on their page than the minimum (between 1 and 2 hours) and about 19 percent said they spent at least an hour interacting with other students online. That type of activity was encouraged but not required for this project, but it was required for the part of the project overseen by the social studies teacher. In that part of the project (which was not part of this study), the
Social Networks in the Classroom 39 students were required to become online friends with other leaders with whom their chosen leader might have befriended, and to join groups within the SNS that were appropriate (e.g., Saddam Hussein and Osama Bin Laden joined the group People Who Despise America). Given the positive student attitudes toward this activity and the evidence that they worked on the project longer, it can be concluded that the students were engaged in this activity. A cursory examination of some of the examples of the student-created profile pages (Figures 2, 3 and 4) shows that many students took great care in constructing the pages for their Revolutionary leader. Figure 2 Student-created Revolutionary Leaders SNS profile page: Helen Keller
Social Networks in the Classroom 41 Figure 3 Student-created Revolutionary Leaders SNS profile page: Che Guevara
Figure 4 Student-created Revolutionary Leaders SNS profile page: Queen Elizabeth I
Student behavior observations. Without data from another class (a control) to compare with the videotaped behavior, it is difficult to draw conclusions about the engagement of students. (The original plan for this research study was to include the videotape of another class, but scheduling problems prevented that from occurring.) Students D, E, F and G were the most frequent talkers: they were observed talking once every 1.25 minutes
Social Networks in the Classroom 43 to 2.86 minutes (on average). However, they all completed their work on this project with a combine average grade of 90 out of 100. It was not possible to tell from the videotape what the students were discussing, so it could be that they were, in fact, collaborating on the work at hand. As discussed in the Limitations sections of this paper (pages 22 - 24), this researcher believes that the design of this portion of the data collection could be improved considerably. Social studies teacher interview. The social studies teacher provided her perspective that the use of an SNS in the classroom provided potential value for the Revolutionary Leaders project, although she believed that value would be realized later in the project schedule. In particular, she felt that using an SNS allowed students to collaborate and challenge each other online in a way that is not possible in a physical classroom. She also stated that the gentle competition that comes from students viewing each others work and questions each others conclusions was a factor that would engage and motivate students. Implications for my Teaching and my School This study reminds me how important it is to include activities in my teaching where students learn from each other rather than exclusively from me. A majority of the students surveyed indicated that they learned from looking at other students profile pages. Study results confirmed what I suspected: that students enjoy this activity. The students social studies
Social Networks in the Classroom 44 teacher was very positive about the benefits of this type of activity, even if she felt the main benefits would occur in subsequent activities using the SNS rather than during this study. I plan to include some sort of social network or online collaborative tool in future activities my class, and I will recommend that other teachers do so as well. From the videotaped behavior observations I learned that students talking to each other during an activity does not necessarily result in reduced productivity. Implications for Further Research One of the biggest questions I have after this survey is how to accurately identify behaviors that indicate student engagement, particularly in a project-based classroom. I do not believe that the videotaped behavior observation gathered the data I was looking for, that is, are the students more or less engaged during this activity? Having a set of observations for comparison would certainly have helped, however, those behaviors that I expected to lead to decreased engagement and productivity did not do so. The collection of behavior data could also be improved by using the assistance of another teacher to either operate (and move) the video camera, or to tabulate the observations during the class period without relying on the videotape at all. A longer study and/or a similar study with more specific survey questions might be able to determine what the students are gaining by working together online. That they enjoy it is certainly a positive, but does
Social Networks in the Classroom 45 that lead to increased or more in-depth learning? In other words, what benefits are they actually receiving by participating in an activity such as this one? The students social studies teacher stated that she believed the students would benefit from posting online their arguments in favor of the impact of their Revolutionary Leader, as well as having those arguments challenged by their peers. Since this activity would be an excellent example of the unique potential of collaboration provide by an SNS, it would be worthwhile to know such an activity truly resulted in increased student performance. It would also be helpful to explore the area of student feedback to other students. If, in a similar study, students were given more time and perhaps a rubric for providing feedback, it might be possible to measure those interactions and correlate them with increased student performance. Conclusion This study indicates that there is much promise for the use of SNS in classroom projects. The study also points to a number of areas that have the potential to provide rich sources of information about how students interact and learn online.
Social Networks in the Classroom 46 References Angus, M. & Attorneys General of the United States. Joint Statement On Key Principles of Social Networking Sites Safety. January 14, 2008. Retrieved September 18, 2008, from http://www.oag.state.va.us/KEY_ISSUES/FAMILY_INTERNET/Joint %20Statement%20on%20Key%20Principles%20of%20Social %20Networking%20Sites%20Safety.pdf Web site of VA Attorney General. Baker, M. & Favata, C. (2007, December 1). Do Social Networking Applications Have a Place in the Classroom? Learning & Leading with Technology, 34, 4. Retrieved October 10, 2008, from www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_ 34_2006_2007_/December_January_4_/34408b.pdf. Begona Gros. Instructional design for Computer-Supported Collaborative Learning in primary and secondary school. Computers in Human Behavior Volume 17, Issues 5-6, , September-November 2001, Pages 439-451. Retrieved 30 October 2008 from http://www.sciencedirect.com/science/article/B6VDC-444DY902/2/a73980e1352d58ada86f33d3a648ca34 boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), article 11. Retrieved 30 October 2008 from http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html (this article is a single web page it is not paginated) Chang B., Cheng N., Deng Y., Chan T. Environmental design for a structured network learning society. Computers & Education Volume 48, Issue 2, , February 2007, Pages 234-249. Retrieved October 30, 2008 from http://www.sciencedirect.com/science/article/B6VCJ-4FKXGR32/2/1ae8a53ce97fc55bdbbc31ef67628063 Dalsgaard, C. "Social networking sites: Transparency in online education." EUNIS 2008 VISION IT - Vision for IT in higher education. Helsingforsgade, Denmark: Institute of Information and Media Studies, University of Aarhus, June 25, 2008. Retrieved 30 October 2008 from http://eunis.dk/papers/p41.pdf Duffy, T. M. & Jonassen, D. H. (1992). Constructivism and the Technology of Instruction: A Conversation. Hillsdale, NJ: Lawrence Erlbaum Associates. Interview with E. B., June 2008, Cambridge, MA Gee, J. P. (2004). Situated Language and Learning: A critique of traditional
Social Networks in the Classroom 47 schooling. New York: Routledge. Retrieved October 30, 2008, from http://books.google.com/books? id=XvFGhOQ5tbQC&pg=PP9&dq=gee+situated+language&source=gbs _selected_pages&cad=0_1#PPP11,M1 Google Books. Graduate Guide for Student Instruction (n.d.), Retrieved 11 October 2008 from: http://gsi.berkeley.edu/resources/learning/social.html Hochberg, A. (2007, September 12). Back to School: Reading, Writing and Internet Safety. NPR Morning Edition. Retrieved September 20, 2008, from http://www.npr.org/templates/story/story.php?storyId=14427020 Ito, M., Horst, H., Bittanti, M., boyd, D., Herr-Stephenson, B., Lange, P. G., et al. (2008). Living and Learning with New Media: Summary of Findings from the Digital Youth Project. The John D. and Catherine T. MacArthur Foundation. Retrieved November 28, 2008, from http://www.macfound.org/atf/cf/%7BB0386CE3-8B29-4162-8098E466FB856794%7D/DML_ETHNOG_WHITEPAPER.PDF Jones A., Issroff K. Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers & Education Volume 44, Issue 4, , May 2005, Pages 395-408. http://www.sciencedirect.com/science/article/B6VCJ-4CHRC1X1/2/8cbd0fcc6c979e8e5e95d37a35c7cd46 Jenkins, H., et al. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. The John D. and Catherine T. MacArthur Foundation, 2006. 68 p. Retrieved October 15, 2008, from http://www.henryjenkins.org/2006/06/fun_vs_engagement_the_case_of.h tml#more Lenhart, A., & Madden, M. (2007, April 18). Teens, privacy, & online social networks. Pew Internet and American Life Project Report. Retrieved 26 October from http://www.pewinternet.org/pdfs/PIP_Teens Lenhart, A., & Madden, M. (2007, December 19). Teens, and Social Media. Pew Internet and American Life Project Report. Retrieved 29 September from http://www.pewinternet.org/pdfs/PIP_Teens_Social_Media_Final.pdf National School Boards Association. (2007, July). Creating and connecting: Research and guidelines on online socialand educationalnetworking. Alexandria, VA. Retrieved October 24, 2008 from http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx_ Privacy_SNS_Report_Final.pdf Silverman B., Computer Supported Collaborative Learning (CSCL), Computers & Education Volume 25, Issue 3, , November 1995, Pages 8191. Retrieved 30 October 2008 from
Social Networks in the Classroom 48 http://www.sciencedirect.com/science/article/B6VCJ-3YF4B04J/2/52fdbfb582e5e4fab7975d3ef168afbb Solimeno A., Mebane M. E., Tomai M., Francescato D., The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning, Computers & Education Volume 51, Issue 1, , August 2008, Pages 109-128. Retrieved October 30, 2008 from http://www.sciencedirect.com/science/article/B6VCJ4NYBM9X-1/2/5993e5e0c0509d679b484f3f510fe20c Virginia Department of Education. (2008) Ideas for Integrating Internet Safety into the Curriculum. 12 p. Retrieved November 30, 2008 from http://www.doe.virginia.gov/VDOE/Technology/OET/internet-safetyguidelines-resources.pdf Vygotksy, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Wikipedia. Social Networking Service. Retrieved October 26, 2008, from http://en.wikipedia.org/wiki/Social_networking_service
Social Networking Site Methodology Appendix A Student Survey Social Networking Site Activity
49
A. Please respond to the following questions using the four-point scale, where 1 is strongly disagree and 5 is strongly agree.
1. I enjoyed using the social networking site for this part of the Revolutionary Leaders project
(strongly disagree) (strongly agree)
2. I spent more time on the social networking project because it was like Facebook or MySpace. (strongly disagree) (strongly agree) 1 2 3 4
3. I liked being able to interact with my classmates online during this project (even though they were acting in the role of their Revolutionary Leader)
4. I worked harder on this project because I knew my friends could see my work
5. During this project, I learned a lot from what my classmates did on their pages
Social Networking Site Methodology
50
6. During this project, I learned from my classmates when they posted on my page
51
Appendix A (continued) Student Survey Social Networking Site Activity
B. Please circle the response that best indicates how you worked: 7. Approximately how much time did you spend working on your page in the Revolutionary Leaders online project? 0 1 hour 1 2 hours 2 3 hours 3 4 hours more than 4 hours 8. Approximately how much time did you spend on other activities in Revolutionary Leaders online project, such as making posts to groups and forums or reading and commenting on others pages? 0 1 hour 1 2 hours 2 3 hours 3 4 hours more than 4 hours
Social Networking Site Methodology Appendix B Student Observation Rubric Social Networking Site Project
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Student Behavior Observation - Social Networking Site Activity
3. b. Nonactivity Question
1. Talking
2. Get Up
5. Screen off task
3. a. Activity Question
4. Stop working
Student A B C D E F G H I J K L
Appendix B (continued)
Social Networking Site Methodology Student Behavior Observation Key 1. How many times did the student talk to another student? 2. How many times did the student get up from their seat? 3. a. How many times did the student raise their hand, asking for help with the activity? 3. b. How many times did the student ask a question that was not related to the activity? 4. How many times did the student appear to stop working for some other reason? 5. How many times was the student observed to have a web site or program open that was not related to the social networking site activity?
53
Social Networking Site Methodology Appendix C INFORMED CONSENT AND ASSENT DOCUMENT FOR RESEARCH INVOLVING CHILDREN OR MINORS
54
CHILD/MINOR ASSENT FORM I, __________________________________understand that my parents or

(students first and last names)
guardian have given permission for me to take part in a study of the Revolutionary Leaders Social Network project, which will be conducted under the supervision of Mr. Smith and Ms. Jones. I am taking part because I am willing to do so. I have been told that I can stop participating in this study at any time, although I understand that I will still have to complete my work for Computer Science and social studies. If I choose not to be in the project, that just means that there will not be any data about me, my opinions or how I work included in the project. As part of this study, I understand that I may take a brief test about Revolutionary Leaders, that I may be videotaped while I work on this project, and that I may be asked to complete a survey about my opinions of the project. Any videotapes or documents that contain any images of me or other indentifying information will be kept private and will not be shared with anyone outside of this school.
____________________________________ Signature of Student
______________ Date
____________________________________ Signature of Parent or Guardian
______________ Date

1 December 2008 Principal Urban Charter School 50 Main St. Somewhere, MA 02100 Dear Ms. Principal,
55
APPENDIX D
Im writing to ask you to allow a study to be conducted in your school involving all the students in the ninth grade. The study is intended to determine if the use of a private social networking site as part of a class project can increase student engagement and collaboration. This study will take place during my Computer Science class, and will be part of Ms. Joness Revolutionary Leaders social studies project. A small group of students will be observed using videotape. All ninth-grade students who elect to participate in the study will be asked to complete a short online survey. This study will take place during the Spring 2009 semester of Bridgewater State College. It is a requirement for degree a Masters in Education in Instructional Technology. Id be happy to share the results of this study with you after May 2009. With your permission, I will distribute consent letters to the ninth grade students so they can obtain their parents or guardians signature. I will, of course, share the letter with you before it goes out. Students participation is voluntary. They may withdraw from the study at any time and the study does not involve any risk to them. I hope youll agree to support this study by granting your permission, both for the study itself and for the distribution of letters. I believe that the information gained from this study will be valuable and has the potential to immediately benefit the school. Please let me know if you have any questions. Yours,
Mr. Smith Computer Science Teacher Instructional Technology Specialist

-------------------------------------------------Please Detach and Returned Signed -----------------------------------------------I consent to the participation in the study entitled Social Networking in the Classroom as described in the letter dated December 1, 2008.
______________________________________ _______________________________________________ _______________________________ Signature Printed Name Date Please note that we will keep all data and videotapes private. The information collected in this study will be accessible only to the researchers. Neither the names of the teacher nor any student names will
56
appear in any reports of this research, nor will anyone outside of this school see the videotaped images.

1 December 2008 Ms. Jones Urban Charter School 50 Main St. Somewhere, MA 02100 Dear Ms. Jones,
57
APPENDIX E
Im writing to ask for your cooperation for a study to be conducted in your school where all your students will be potential participants. The study is intended to determine if the use of a private social networking site as part of a class project can increase student engagement and collaboration. This study will take place during my Computer Science class, and will be part of your Revolutionary Leaders social studies project. A small group of students will be observed using videotape. All ninth-grade students who elect to participate in the study will be asked to complete a short online survey. This study will take place during the Spring 2009 semester of Bridgewater State College. It is a requirement for degree a Masters in Education in Instructional Technology. Id be happy to share the results of this study with you after May 2009. Ive already received approval of this study from the school principal contingent on the approval of parents and teachers. I plan to distribute consent letters to the ninth grade students so they can obtain their parents or guardians signature. I will share the letter with you before it goes out. Students participation is voluntary. They may withdraw from the study at any time and the study does not involve any risk to them. I hope youll agree to support this study. You do not need to take any action, other than to sign the tear-off below and return it to me. I believe that the information gained from this study will be valuable and has the potential to immediately benefit the school. Please let me know if you have any questions. Yours,
Mr. Smith Computer Science Teacher Instructional Technology Specialist

-------------------------------------------------Please Detach and Returned Signed -----------------------------------------------I consent to the participation in the study entitled Social Networking in the Classroom as described in the letter dated December 1, 2008.
______________________________________ _______________________________________________ _______________________________ Signature Printed Name Date Please note that we will keep all data and videotapes private. The information collected in this study will
58
be accessible only to the researchers. Neither the names of the teacher nor any student names will appear in any reports of this research, nor will anyone outside of this school see the videotaped images.
Social Networking Site Methodology APPENDIX F
59
Student Survey Summary 1. I enjoyed using the social networking site during this part of the Revolutionary Leaders project.
Answer Options Strongly Disagree Disagree Agree Strongly Agree
Response Frequency 0.0% 2.7% 86.5% 10.8%
Response Count 0 1 32 4
2. I spent more time working on the Revolutionary Leaders social networking site because it was like Facebook or MySpace.
Social Networking Site Methodology APPENDIX F (continued)
60
Student Survey Summary
3. I liked being able to interact with my classmates online during this project (even though they were acting in the role of their Revolutionary Leader).
4. I worked harder on this project because I knew my friends could see my work.
61
Student Survey Summary
5. During this project I learned a lot from looking at the profile pages created by my classmates.
6. During this project I learned from my classmates when they left comments on my profile page.
62
Student Survey Summary 7. Approximately how much time did you spend working on your page in the Revolutionary Leaders online project?
Answer Options 0 - 1 hour 1 - 2 hours 2 - 3 hours 3 - 4 hours more than 4 hours
Response Frequency 32.4% 37.8% 21.6% 5.4% 2.7%
Response Count 12 14 8 2 1
8. Approximately how much time did you spend on the Revolutionary Leaders site doing things other than working on your page, such as making posts to groups and forums or reading and commenting on others' pages?
Answer Options 0 - 1 hour 1 - 2 hours 2 - 3 hours 3 - 4 hours more than 4 hours
Response Frequency 81.1% 18.9% 0.0% 0.0% 0.0%
Response Count 30 7 0 0 0
Social Networking Site Methodology APPENDIX G Student Behavior Observation
63
Note: the figures below are expressed in minutes between the instances of observed behavior. A lower number indicates an increased frequency of the behavior. A higher number means the behavior occurred less often. Class 1, First Meeting Duration of observation: 31 minutes, 30 seconds
Class 2, First Meeting Duration of observation: 12 minutes, 18 seconds
Period: the average number of minutes between each instance of a behavior See Appendix B for a key to the specific behaviors observed
64
APPENDIX G (continued) Student Behavior Observation Class 1, Second Meeting Duration of observation: 36 minutes 00 seconds
Class 2, Second Meeting Duration of observation: 22 minutes 5 seconds
Period: the average number of minutes between each instance of a behavior See Appendix B for a key to the specific behaviors observed.
Social Networking Site Methodology APPENDIX H Summary of Student Behavior Observations
65
Note: the two classes have been combined, resulting in two charts, one for each meeting.
Social Networking Site Methodology APPENDIX I Student Behavior Averages
66
Note: the figures below are expressed in minutes between the instances of observed behavior. A lower number indicates an increased frequency of the behavior. A higher number means the behavior occurred less often. 3. a. Activity Question
5. Screen Off Task
3.b. Non-Activity Question
4. Stop Working
1. Talking
2. Get Up
Meeting 1 Meeting 2 Overall mean
2.47 6.23 2.47
0.00 22.50 22.50
6.34 12.41 6.34
10.85 18.00 10.85
11.21 22.36 11.21
31.50 36.00 31.50
Males (n=4) Females (n=4) Females (n=3)*
2.90 5.24 1.87
0.00 22.50 22.50
13.13 5.76 4.44
36.00 10.11 10.11
14.46 17.14 17.14
36.00 31.50 31.50
* The second set of numbers for female students eliminates the data for one student who interrupted her work (for talking and other behaviors) at a rate that was substantially less frequent than the girls.
Social Networking Site Methodology APPENDIX J Social Studies Teacher Interview 17 Mar 2009 Q. Where are your students now in the Revolutionary Leaders research paper project? A. The kids are about to start crafting arguments as to why their leader is revolutionary. Each year I struggle to help the students understand what that means. They start with talking about accomplishments of their chosen historical figure, but I push them to provide evidence as what the significance of those accomplishments was. Finding and using evidence thoughtfully is at the core of this project. An element Ive been trying to work into this project is how to get kids to think about the relative impact their leader had versus those that their peers are researching. Ive tried to create a Revolutionary Leaders Hall of Fame, and have the kids vote for who should be inducted based on arguments made by each student researcher. This was one way to give the students a concrete reason for constructing a careful argument, and to get them to challenge each others evidence. For students to take seriously the task of challenging each other, it needs to happen in a public forum, and it works best if there is some competition involved. In the past students received feedback when they were close to or at the end of the process when their paper was nearly complete. They had an opportunity to revise their paper once based on feedback. By posting their arguments in the social network, they can receive feedback from their peers earlier in the process. Its also iterative they can make changes and get more feedback right away. I can also steer those who are struggling towards the pages of those who I know have made clear, well-supported arguments. Q: Do you think the Revolutionary Leaders social network increased student collaboration? A. Yes, but originally the collaboration was zero. Research cant be collaborative, but students can collaborate after theyve done some of the research on their Revolutionary Leaders. The true value in this project is the potential for having kids push each other to define what it means to be revolutionary! The friendly competition has the potential to push them ask each other hard questions. By reading and commenting on the posts of their peers, students can help each other figure out if they have a strong argument that makes sense.
67
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Beyond being a novel environment for a classroom activity, the social network provides students with choice. They can engage with each other on a high level and challenge each other : Your evidence is lame! They are more likely to do so in this context because they can choose who they interact with.
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APPENDIX J (continued) Social Studies Teacher Interview It would be nearly impossible to create a similar situation in a physical classroom with no computers. I could have them turn to the person next to them and have them try to poke holes in each others arguments. I might even be able to engineer it so kids are sitting next to someone they are more likely to engage with on a high level. However, theres no way I can provide the students with the same degree of choice as a social network. Instead of one-to-one, their interactions can be one-to-many. Instead of having to try to remember facts about a random historical figure, each student chooses to post feedback or challenges on the pages of historical figures they are familiar with.

Using A Social Networking Site in The Classroom To Increase Engagement and Collaboration

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Using A Social Networking Site in The Classroom To Increase Engagement and Collaboration

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Using a Social Networking Site in the Classroom to Increase Engagement and Collaboration

Mark W. Whipple Bridgewater State College Bridgewater, MA

Ragen D. Tiliakos, Ed. D. April, 2009

Social Networks in the Classroom 2 Table of Contents Abstract.......................................................................................1 Introduction.................................................................................4

Results and Conclusions..............................................................29

Social Networks in the Classroom 3

Social Networks in the Classroom 21

Social Networks in the Classroom 28

Behavior videotape results. There were a total of eight students

5. Screen off task

3.b. Non-activity Question

3.a. Activity Question

67.5 67.5 12.3 22.1 36.0 34.4 12.3

Female Female Male Female Male Male Male

100 100 100 95 90 80 80

1.25 1.82 2.46 22.0 8 2.00 4.30 1.54 67.5 0

16.88 13.50 12.30

11.04 12.00 17.19 6.15 36.00 9.00 34.38 36.00

Social Networks in the Classroom 35

Social Networks in the Classroom 38

Figure 1 Student Survey Responses (n=37)

Social Networks in the Classroom 40

Social Networks in the Classroom 42

Figure 4 Student-created Revolutionary Leaders SNS profile page: Queen Elizabeth I

(strongly disagree) (strongly agree)

(strongly disagree) (strongly agree)

(strongly disagree) (strongly agree)

Social Networking Site Methodology

(strongly disagree) (strongly agree)

(strongly disagree) (strongly agree)

Social Networking Site Methodology

Appendix A (continued) Student Survey Social Networking Site Activity

Student Behavior Observation - Social Networking Site Activity

5. Screen off task

CHILD/MINOR ASSENT FORM I, __________________________________understand that my parents or

____________________________________ Signature of Student

____________________________________ Signature of Parent or Guardian

Social Networking Site Methodology

Mr. Smith Computer Science Teacher Instructional Technology Specialist

Social Networking Site Methodology

Social Networking Site Methodology

Mr. Smith Computer Science Teacher Instructional Technology Specialist

Social Networking Site Methodology

Social Networking Site Methodology APPENDIX F

Answer Options Strongly Disagree Disagree Agree Strongly Agree

Response Frequency 0.0% 2.7% 86.5% 10.8%

Answer Options Strongly Disagree Disagree Agree Strongly Agree

Response Frequency 10.8% 48.6% 35.1% 5.4%

Social Networking Site Methodology APPENDIX F (continued)

Student Survey Summary

Answer Options Strongly Disagree Disagree Agree Strongly Agree

Response Frequency 8.1% 10.8% 56.8% 24.3%

Answer Options Strongly Disagree Disagree Agree Strongly Agree

Response Frequency 13.5% 51.4% 29.7% 5.4%

Social Networking Site Methodology APPENDIX F (continued)

Student Survey Summary

Answer Options Strongly Disagree Disagree Agree Strongly Agree

Response Frequency 5.4% 32.4% 54.1% 8.1%

Answer Options Strongly Disagree Disagree Agree Strongly Agree

Response Frequency 21.6% 51.4% 24.3% 2.7%

Social Networking Site Methodology APPENDIX F (continued)

Answer Options 0 - 1 hour 1 - 2 hours 2 - 3 hours 3 - 4 hours more than 4 hours