This article explores the use of social networking tools in the classroom. The author offers several pros, including that by using a social networking site, students can connect with each other instantly, sharing ideas and collaborating on work. The author also posits that students often think it is cool that they can use popular social tools such as Facebook and online groups during school. She does point out, however, that students may feel that having a teacher virtually present in their online world (for example, as a friend on Facebook) is an invasion of privacy. In order to avoid this, teachers should use these shared online spaces for instructional purposes rather than social ones. The article also reminds teachers that one of the challenges of using online social networking in the classroom is to convince students that their work and ideas are valuable to a wide online community and should be shared in such a public forum. Such networking sites are only truly valuable as learning spaces if students participate and create community, collaborating to build knowledge. By sharing ideas and providing constructive, appropriate feedback, students also learn to negotiate with one another and reflect upon their work.
As an educator, how might I use online social networking tools in the classroom?
There are a variety of tools I could use. One would be GoogleDocs, which students could use to collaboratively produce papers and projects. This tool allows all of the students in the group to participate in all parts of the paper, from anywhere with computer access, rather than having to complete pieces of the project at home and then combining them to create a whole (or alternately, having one person do most of the work because it is inconvenient to each do a piece and then rewrite it to flow stylistically). Students could also create Wiki pages, which could instruct their classmates on how to access and use different online resources, for example.
How can teachers use social networking in the classroom without infringing on students' private life?
To me, the easiest way to achieve this would be to avoid using popular social networking sites such as Facebook and MySpace. Students often have their own personal pages on these sites that they may not feel comfortable sharing with a teacher. There are many tools that can be used instead. For example, EdModo (www.edmodo.com) was created specifically for educational use. A class could build an online community within EdModo completely independently of their personal Facebook accounts.
As an educator, how might I use online social networking tools in the classroom?
There are a variety of tools I could use. One would be GoogleDocs, which students could use to collaboratively produce papers and projects. This tool allows all of the students in the group to participate in all parts of the paper, from anywhere with computer access, rather than having to complete pieces of the project at home and then combining them to create a whole (or alternately, having one person do most of the work because it is inconvenient to each do a piece and then rewrite it to flow stylistically). Students could also create Wiki pages, which could instruct their classmates on how to access and use different online resources, for example.
How can teachers use social networking in the classroom without infringing on students' private life?
To me, the easiest way to achieve this would be to avoid using popular social networking sites such as Facebook and MySpace. Students often have their own personal pages on these sites that they may not feel comfortable sharing with a teacher. There are many tools that can be used instead. For example, EdModo (www.edmodo.com) was created specifically for educational use. A class could build an online community within EdModo completely independently of their personal Facebook accounts.
Reynard, R (15 July, 2009). Beyond Social Networking: Building Toward Learning Communities. The Journal:, Retrieved July 6, 2009, from http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-
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