Social Media in Education

Social media networking technology platforms have a variety of uses. As technology changes, there are real, specific affordances that are continually modified, challenged, and rethought through different processes (Burbules, 2016). There are sites with the purpose of sharing digital creations such as videos and presentations that allow visitors to evaluate and comment. There are sites just for sharing links and written text which only allows brief postings or a site to just share news headlines, bookmarked sites, or answers to popular inquiries. There are other social sites for sharing personal information with friends and networking in casual interactions where other sites are strictly for professional networking in a specific career field. The social element is crucial here in the purpose since there are activities throughout each platform that are learned through processes of observation, imitation, participation, and mentoring, but also helps the individuals learn what it means to engage in the activity successfully (Burbules, 2016). In the educational view, this is opportunity for students to experience and learn through social interactions, appropriate means of communications or criticisms, and to identify the purpose of the social connections.

The only social technology I have used at elementary level was a website called Padlet (www.padlet.com) and a discussion board feature offered on the district class website (Canvas). With Padlet, I first introduced to students by posting links for novel studies, or resources to supplement current learning topics. After students learned the expectations Padlet, they were able to create their own templates and post discussion questions, links, or created videos projects. Peers could compliment or critique with positive feedback. The discussion board feature used was for students to collaborate on projects, ask questions about class, or respond to a teacher/student created prompt.

At the elementary level, it was easy to model the expectations and for students to navigate through self-discovery of their technology skills through these sites. However, as they get solidarity and understanding of the skills and allowances, I have concerns with how the technology may become a distraction, serve as a negative communication service to targeted peers, and work may be sabotaged losing purpose of online community. Also, there is the concern of self-promotional in which it can affect a student’s self-esteem when they do not get the results expected from their posting. In moral code, think before we speak, applies the same to thinking before we type. Social media does have strong benefits of networking, but users do need to be aware of the expectations and limitations.

References

Burbules, N. C. (2016). How We Use and Are Used by Social Media in Education.

Educational Theory, 66(4), 551–565. doi: 10.1111/edth.12188