Specific Considerations 1

Running Head: Specific Considerations

Specific Considerations for Social Networking in the Classroom

Barbara Roesler

Fall 2009

Bemidji State University FasTrack Six

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Specific Considerations for Social Networking in the Classroom

The challenge of using innovative technology with students is the same as the challenge

of good teaching in general: “encourage students to become more active and more creative in

their engagement in the learning process” (Reynard, 2008). No matter what is used to teach, the

goal is to achieve successful student learning. Social Networking may have potential as a

learning tool, so acknowledging some specific considerations for using this technology in the

classroom is necessary.

“The collaborative, communicative, interrelated nature of the Web makes it an especially

ideal tool for supporting Social Constructivism in the classroom”(Kloper et al., 2009, p. 13).

Collaboration on a social network could provide an opportunity for constructivist learning.

Vygotsky believed that “higher mental processes develop through social negotiation and

interaction”(Woolfolk, 2008, p. 379). Social networking can offer collaboration experiences to

encourage higher mental processes. Klopfer et al.(2009) agrees: “‘knowledge cultures’

assembled in these (social networking sites) online communities produce the capacity of

cognition and accomplishment far beyond what one person alone could accomplish”(p. 12).

Driscoll (2002) suggests that four areas for considering how technology, such as social

networking, can support instruction: “learning occurs in context, learning is active, learning is

social, and learning is reflective”(p. 1). Social networking fits into these areas well. Because the

platform of a social network can change, many contexts can be used. When participating on a

forum, chat, blog or other features of a social network, students are actively participating in the

learning process. The social aspect of social networking also supports learning. “Students

benefit from hearing perspectives other than their own, and they may bring different strengths to
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a complex and lengthy activity”(Driscoll, 2002, p. 3). Forum, chat, messaging and commenting

features all provide opportunities for students to interact. Social networking can also provide a

means for students to reflect on their own work and students may do this taking into account not

only teacher feedback, but peer feedback also.

One way in which social networking can support learning is through reciprocal

determinism. “Social factors such as models, instructional strategies, or feedback can affect

student personal factors such as goals, sense of efficacy for the task, attribution, and processes of

self-regulation such as planning, monitoring, and controlling distractions”(Woolfolk, 2008, p.

358). The concept of reciprocal determinism has long been in use with feedback (student or

teacher) being physically confined to the classroom. Social networking can expand the potential

for feedback beyond the 45 minute class period. “Technologies that promote communication

within and outside the classroom make it easier for feedback, reflection, and revision to occur”

(Driscoll, 2002). Students can participate in forum discussions, chat online or comment and

receive comments on assignments – all feedback that can influence a student’s personal variables

and achievement. Because adolescence is a socially turbulent time, it may be reasonable to

wonder if the instant feedback, especially from peers, that social network can provide could be

harmful to a student’s learning if the feedback is harsh or emotionally charged.

When students use social networking for socializing or entertainment they are developing

skills that traditionally may not be useful for their education. However, Reynard (2008) suggests

that “if instructional design intentionally maximizes this kind of skill development (creative and

collaborative), learning could benefit, and students would be engaged in the process.” Social
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Considerations 4 networking may maximize creative and collaborative elements for students,

but it is worth considering whether a student’s motivation to use a social networking site that is

geared toward educational subject will be as high as his or her motivation to use a purely

social/entertainment social networking site.

Social networking has the potential to affect positively student motivation to learn.

Cooperative learning may be enhanced using the “social” social networking features such as

forum, chat, blogging, and personal profile pages. “People are inherently motivated to feel

connected to others within a social milieu, to function effectively in that milieu, and to feel a

sense of personal initiative while doing so” (Brophy, 2004, p. 10). The platform of social

networking may also have the effect of making content that students would otherwise have not

found interesting a bit more enticing. Brophy (2004) states “motivation to learn is adoption of

learning goals and related strategies” (p. 250). Strategies such as discussions on a social network

may pull student interest into the content. On the contrary, one may wonder: if a student does

not enjoy social networking and the social aspect of it, could that drive that student’s interest

away from the content?

Woolfolk(2008) cites the TARGET model, in which there are “six areas where teachers

make decisions that can influence student motivation” including task, autonomy, recognition,

grouping, evaluation, and time(p. 434). Social networking can help address many of these areas.

Having the internet at your fingertips, through links or a browser can create vast opportunities for

authentic tasks. Creating a personal profile or posting a project to a page on a social network can

be an autonomous act for a student. The instant feedback potential of interacting on a social

network gives an added potential for recognizing a student’s or peer’s accomplishment, such as
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with commenting or messaging. The interpersonal aspect of social networking seems to fit the

cooperation goal structure, which can lead to higher achievement and increased

motivation(Woolfolk, 2008, p.439). Teacher and peer evaluation are possible on this platform,

but maybe even more useful, social networking can provide opportunities for student self-

evaluation, which Woolfolk(2008) suggests is “one way to emphasize learning rather than

grades”(p. 440). Time on a social network is not bound to the class period, allowing students

more flexibility for fit their lives and learning needs. Social networking seems to be on

“TARGET” for influencing student motivation.

Social networking, with its potential for providing students with increased social

cognition and motivation may be a part of the future classroom and beyond. As with any

educational tool, teachers using social networking will need to strive to use it in a way that

benefits students learning.

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References

Brophy, J.(2004). Motivating Students to Learn. Mahwah, NJ: Lawrence Erlbaum Associates.

Retrieved November 16, 2009 from http://www.questia.com

Driscoll, M.P. (2002). How People Learn (and What Technology Might Have To Do with

It). ERIC Digest. Syracuse, NY: ERIC Clearinghouse on Information and Technology.

Retrieved November 7, 2009 from http://www.ericdigests.org/2003-3/learn.htm

Klopfer, E.:,Osterweil, S., Groff, J., and Haas, J. (2009). The Instructional Power of Digital

Games, Social Networking, Simulations and How Teachers Can Leverage Them. The

Educational Arcade, Massachusetts Institute of Technology. Retrieved November 7,

2009 from http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf

Reynard, R. (2008). Social Networking: Learning Theory in Action. Campus Technology.

Retrieved November 7, 2009 from

http://campustechnology.com/Articles/2008/05/Social-Networking-Learning-Theory-in-

Action.aspx?Page=3&p=1

Wookfolk, A. (2008). Educational Psychology (10th ed.). Boston: Pearson.