Social Media in the Classroom by Jullian Hudson https://padlet.com/jhudso49/bxsp8bqut8dl en-us 2018-10-14 03:48:26 UTC 2025-12-21 18:05:05 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png Source #1: jhudso49 https://padlet.com/jhudso49/bxsp8bqut8dl/wish/292611793

Source Citation:

Zheng, B. , Yim, S. and Warschauer, M. (2017). Social Media in the Writing Classroom and Beyond. In The TESOL Encyclopedia of English Language Teaching (eds J. I. Liontas, T. International Association and M. DelliCarpini). doi:10.1002/9781118784235.eelt0555

Keywords: computer mediated communication, writing, language development, motivate

Summary:

Zheng's study shows the use of online activities in the classroom increased the amount of students participating. Students' participation growth helped increase test scores, cognitive ability to retain the information and generated deeper thinking. In and outside of classrooms, social media can potentially increase learners' motivation and engagement in writing, strengthen their awareness of audience and authorship, and promote traditional and new literacy skills. Some positive learning examples are students being able to learn and research in collaborative writing tools like google docs, wikis and blogs. Teachers should provide students with the social and intercultural knowledge necessary to respond appropriately to the differing values, discourses, and practices used in different cultural communities. Teachers can also encourage students to develop their own e‐portfolios, in which students collect daily writing activities through social media and record their own reflections on their writing. Doing this will provide evidence of student participation, but also serve as important sources for performance assessment as they develop different writing processes. It is imperative that the teacher shares an active role in the classroom when it comes to using social media.

Opinions:

I agree with many aspects of this article. Since there are so many students that are in constant access to social media and it has become their second nature, it makes sense that they learn better using it. Social media in the classroom can promote more collaborative work as long as the teacher is implementing it daily. Writing on blogs and social platform can make students more confident and less nervous to write for a specific audience. The use of social media in the classroom and outside can keep a momenmentum that allows the student to become accustomed to using social media as a learning tool and not just for entertainment. The article discusses many positives for social media in classroom settings. I want to know more information as to what number of students disliked the use of social media. Are there other ways to get students participating and work collaboratively in a classroom?

Source Credibility:
The TESOL Encyclopedia of English Language Teaching explores the theoretical and practical aspects of English language instruction by providing a resource for educators, professionals, researchers, and students world-wide. It includes over 750 entries written by leading practitioners and scholars from around the globe. It is published by the global publishing company John Wiley & Sons, Inc. The company specializes in academic publishing. They produce books, journals and encyclopedias available worldwide in print and electronically.

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Source Citation:

McGraw-Hill Education. “The Educational Use of Social Media in the Classroom.” McGrawHill Education Canada, Oct. 2016, www.mheducation.ca/blog/the-educational-use-of-social-media-in-the-classroom/.

Keywords: integrating, course design, impact, future

Summary:

Paul A Tess conducted a literature review to find out more information as to why instructors are working on incorporating social media into higher education classrooms. Tess notes that instructors and researchers need to consider theoretical frameworks and practical uses for social media in higher education. Neil Selwyn, a researcher, proposes three motivating concepts for introducing social media in the classroom. The first is the changing nature of the student. Second, is the changing relationship to knowledge consumption and construction. Third, the emergence of “user-driven” education.

They examined using the approach of using social constructivism, situated learning, and philosophical. Social constructivism helps focus on learning through dialogue and shared activity. Situated learning also emphasizes that learning requires participation. The philosophical approach explains that social media in the classroom can help students create knowledge in diverse networks because they are connected to a more intercultural web. He lists the pros and cons of the use of social media in the classroom. There are positives and negatives of using social media in the classroom, it’s important for teachers to consider their course and situation before integrating it into the class.

Opinions:

I completely agree with Paul Tess. It's obvious that there should be a concrete reason as to why the professors are using social media in the classroom. Commonly, people see new trend and just adapt to them because everyone else is. The concept of using social in the classroom is too popular. Teachers need to recognize the need for it in their own personal classroom. Do teachers conduct a meeting to implement the use of social media each school year? Initially, what is their purpose? Are they meeting the goals that the originally set each year? As technology advances are there any improvements in learning styles?

Source Credibility:
McGraw-Hill Education (MHE) is a learning science company and one of the "big three" educational publishers that provides customized educational content, software, and services for preschool - postgraduate education. The company provides reference and trade publications for the medical, business, and engineering professions. McGraw-Hill Education currently operates in 28 countries.

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Source Citation:

Lorusso, James Dennis. “To Tweet or Not To Tweet? Social Media in the Classroom.” Bulletin for the Study of Religion, vol. 43, no. 1, pp. 40–41, doi:10.1558/bsor.v43i1.40.

Keywords: digital, humanities, degrees of success, critical thought

Summary:

James Dennis LoRusso discusses his views on social media in the classroom in an article. He has many colleagues that have attempted to incorporate platforms such as Facebook and Twitter into their letures with different degrees of success. He states teachers/professors need to be more cautious in the way they approach new technologies in their teaching. Two goals for his coarse are to refine the ability for students to think critically and to improve their ability to relay these thoughts using clarity and concision. When using a social platform such as twitter students are limited to only 140 characters. This can stunt the students ability to discuss their thoughts critically and in depth. Twitter can be more effective for a undergrad who majors in journalism or mass communications. Social media can also, commoditize the content of the classroom, and demote the learning
process to an instrument of profiting activities. Using social platforms the students or the teacher do not “own” the content they contribute. The content is the product, which is sold in various forms to interested parties, market researchers or advertisers. Technology both enables and sheds a new light on teaching but it also contributes to specific downfalls in its existence in education.

Opinions:

I think Professor LoRusso makes some great points in this that I haven't seen in any other resources. Him being an actual professor himself, encourages the ideas that he expresses in his article. The use of certain social platforms can negatively influence the students learner process. If the student is compartmentalized into only a short amount of words they can't possibly describe their complete learning process. Being a student myself I really cant get used to the blog like environments. I know it's giving us a chance to share our thoughts and view the thoughts of our peers. I also feels it kind of spoils certain information. The opinions of our peers can make it easier for us to just skim the focused information and let some of their opinions influence us. He also mentions how we do not own the content on most social sites. That was a point I haven't come across so far during my research. I would like to look more into the ownership of certain content on social media sites.

Source Credibility:
James Dennis LoRusso completed his PhD in American Religious Cultures at Emory University in Atlanta. His research focuses broadly on the intersection of religion, spirituality, and political economy in the United States. Drawing on ethnography, cultural history, and critical theory, his dissertation, entitled The Libertarian Ethic and the Spirit of Global Capital, asserts that interest in spirituality in the workplace has grown alongside and in relation to broad socio-economic changes over the last half century, with particular attention to globalization and the shift to a post-manufacturing economy. Source is from the library website

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Source citation:

Bliss, Kadi. “Social Media in the Classroom: An Experiential Teaching Strategy to Engage and Educate.” Pedagogy in Health Promotion, vol. 1, no. 4, SAGE Publications, pp. 186–93, doi:10.1177/2373379915578862.

Keywords: social media, experiential learning, teaching strategy, substance use
Summary:

College students are using social media more than any other educated generation. A 2015 survey shows that out of 18 to 29 year old's, 84% of them reported using Facebook, 44% reported using Google+, 40% reported using Twitter, and 36% reported using Instagram (Harvard University Institute
of Politics, 2015). The article states that faculty should capitalize on the growing use of social media by using it in the college classroom with millennial students. Different teaching procedures should be used to engage the students while using social media. The faculty created different social media campaigns to record the progression of student participation through learning. The students began to improve their communication skills by using these techniques. They were given an online campaign to read. After reading the students are expected to be able to research and identify the information. This allowed them to become more knowledgeable about the topic. They then used a social media worksheet to formulate all their information. The students went through all parts of this process. Those students who were truly interested in the chosen topic appeared more engaged during the project and produced higher quality campaigns that were successful in reaching the target audience. A project such as this allows instructors to build communication/education skills and improve learning capacity in students. This project can be used to engage the millennial generation that has grown up using the Internet as well as social media platforms.

Opinions:

This was a very beneficial experiment done to observe the progression of students using social media. They used social media as a positive resource to help student progress. This study seemed to allow the students to be independent in choosing all aspects of their projects. It showed that the students were more engaged after being able to research topics that interest them. The teachers used different methods which was smart when dealing with students. These methods helped them stay more involved and develop their skills. These seem to be common positive skills that social media can help students with. They were able to use social media in a successful way that allowed them to complete their projects.

Source Credibility:

Kadi Bliss is a Assistant Professor at Austin Peay State University. Her article was found on the UNCC library website.

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Source Citation:

Westerman, David, et al. “Learned Risks and Experienced Rewards: Exploring the Potential Sources of Students’ Attitudes Toward Social Media and Face-to-Face Communication.” The Internet and Higher Education, vol. 31, Elsevier Inc., pp. 52–57, doi:10.1016/j.iheduc.2016.06.004.

Keywords: tech-savvy, digital literacy, attitudes, communication

Summary:

This article talks about the different views of the use of social media in education. There are specific instructors who have banned technology in their classrooms because they feel it is distractive to students and they feel information presented through social media is fake. There are also certain students who have a negative attitudes towards social media no matter how much they use it. Others believe social media technologies are helpful at better engaging students and their course material. It also helps students develop social media literacies. These two conflicting views have made it difficult for instructors to implement classroom policies for social media usage. It is common for students to believe they are tech-savvy but they lack knowledge in digital literacy. Reports show that students who use cellphones in class performed worse than those who didn't. The students who are taught how it properly use cellphones as learning tools have positive results after incorporating social media. The article constantly state that the students attitude towards social media technologies effects the impact it has on their learning experience. Students attitudes towards social are also affected by teachers/school and parents/family.

Opinions:

I agree that there are many ways you can view social media use in education. These examples show that its more in the approach you take toward implementing the use of technology. If you start with a positive mindset you will receive positive results. Those who have a negative mindset toward social media tend to receive negative results. Teachers and students need to treat social media as any other subject matter and be aware the energy they are putting into its success. I like that this article recognizes the impact of attitudes and how they can affect the beneficial use of social media. Students tend to be influenced by teachers an other role models when it come to how they handle social media in the classroom. That can make it hard for their concept of it to develop.

Source Credibility:

Dr. David Westerman is an Associate Professor with a Ph.D., Michigan State University, 2007, a M.A., Michigan State University, 2003, and a B.A., Niagara University, 2000. He studies communication and technology stems from an understanding that technology is a powerful tool for communication, and will likely only continue to become more powerful, for better and for worse. He seeks to understand more about how technology impacts the communication process, and how people use various technologies to accomplish their communication goals with what effects.

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Source Citation:

Cooke, Samantha. “Social Teaching: Student Perspectives on the Inclusion of Social Media in Higher Education.” Education and Information Technologies, vol. 22, no. 1, Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com, pp. 255–69, doi:10.1007/s10639-015-9444-y.

Keywords: goal orientation, motivation, higher education

Summary:

90 % of the American faculties surveyed had adopted social media as both an educational and professional tool. More than 40 % of instructors required students to use social media for coursework. 20 % required students to participate in online discussions and 80 % used online videos. In this article Cooke discusses a survey that was conducted amongst 93 students. During the survey students were required to say how often they used certain social media platforms. When asked which social media and networking sites they used,97 % indicated Facebook use. 73% of the students said Twitter, 82% stated YouTube, 23% used LinkedIn, 5 % Instagram, and 21 % indicated that they used other sites. When they were asked how often they used these sites 94 % indicated daily usage; 61 % used them for personal and professional reasons. During the survey students were asked how useful they found the incorporation of social media in their learning. 55% found it useful, 9 % found it very useful, 29 % they couldn't really tell a difference after using it, and 5 % believed it was not useful at all.

Opinions:

Teachers are enforcing the use of social media. It is important that these teachers understand how students use social media on daily basis. All students are different. This source shows that all students don't use the same social media platforms. Students also use social media for different reasons. Although students tend to be influenced by other students they have their own rhyme or reason for social media usage. All students don't find social media to be useful. This is understandable, I find social media useful in certain aspects of learning and in some aspects I don't.

Source Credibility:
Samantha Cooke is the Deputy Director of Student Experience and Progression (Employability) in the Department of Politics and International Studies Social Sciences Building, The University of Warwick, Coventry, CV4 7AL, United Kingdom. The source for her article was found on the UNCC library website.

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Source Citation:

Junco, Reynol. Engaging Students through Social Media : Evidence Based Practices for Use in Student Affairs . San Francisco, CA: Jossey-Bass, 2014. Print.

Keywords: digital literacy, practices, technological literacy

Summary:

In the chapter 'Engaging Students Through Social Media: Evidence-Based Practices for Use in Student Affairs' Reynol Junco explains his research. Reynol highlights the need for social media to be introduced for educational purposes more frequently in the classroom. He makes it clear that social media in the classroom has been misrepresented as something negative. He aims to turn that around. Junco articulates the need for preparation programs and associations with educators to expand understanding of social media and technological literacy. Junco's research challenges the simple opinions towards social media and the impact it has. Junco reminds faculty that access to technology and social media does not necessarily mean they are digital literate. Therefore, simple incorporation of technology into classroom or student affairs educational interventions may not always return the desired outcomes.

Opinions:

Junco makes some compelling points about teachers needing to introduce social media more often in the class room. He makes it known not matter how much a professor or lecturer uses social media it doesn't mean that they are well -informed on the proper ways to use social media technology. When a professor is not educated on how to use social media they tend to bomb in doing it. This can cause the instructor to yield negative feelings towards social media usage as a whole. It great to resources like this available for faculty. They have to constantly be reminded that they are learning just as much as students are. They might not be sitting in a class room and being lectured but they are required to study and learn to critically implement the information they learn from social media. The use if social media is a learning process for all parties involved.

Source Credibility:
Reynol Junco is an American psychologist and education and social media researcher. He is known for his pioneering work on using social technologies in higher education. He is a fellow at the Berkman Klein Center for Internet & Society at Harvard University.

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Source Citation:

Knutson, Jeff. “What New Research on Teens and Social Media Means for Teachers.” Common Sense Education, Common Sense Education, 10 Sept. 2018, www.commonsense.org/education/blog/what-new-research-on-teens-and-social-media-means-for-teachers.

Keywords: research, teens, culturally responsive teaching, digital citizenship education

Summary:

This source discusses the growth of social media with teens and the activity of teens today. Today, 70 percent of teens state they use social media more than once a day. In 2012 it was 34 percent. It has changed dramatically in just 6 years. The number of teens that have a smartphone went from 41 percent, in 2012, up to 89 percent. Amongst 13 to 14 year old's, 84 percent have a smartphone, and 93 percent have some type of device such as a tablet.
Students are also aware of the distraction that can be caused by social media. Faculty needs to listen to students perspective about social media. This helps give teachers insights on how to help student focus on the positives of social media use to avoid them falling into negative habits. 57 percent of students agree that using social media often distracts them when they should be doing homework. 72 percent believe that tech companies encourages teens to spend more time on their devices. Even though students tend to notice the negatives of social media use we are more likely to focus on the positives of how social media makes them feel.

Opinions:

The use of social media amongst teens is very popular. It is not a shock that the percentage of social media usage has sky rocketed since 2012. There have been many more advances to the technology since then. Its important for faculty and parents to pay attention to the affects social media has on the younger generation. There are positive ways you can use social media in the classroom but outside the class the students are still susceptible to the dangerous of it. You see kids as young as four and five running around using technological devices. The use of social media is at a all time high. There doesn't seem to be any decline in its advancement or use for the future.

Source Credibility:

Common Sense is the leading independent nonprofit organization dedicated to helping kids thrive in a world of media and technology.
They have been featured in well-known publications such as The New York Times.

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Source Citation:

Schulte, Liz. “How Social Media Adds Value to K–12 Education.” Direct Network, 26 Oct. 2017, directnetwork.mbsdirect.net/how-social-media-adds-value-to-k-12-education.

Keywords: digital citizenship, faculty, restrictive

Summary:

Liz Schultes discusses the positive and negative effects of using social media in the classroom. The younger generation is very different in relation to previous generations. Students must use social media or technology to find resources when it comes to completing assignments. This can be very difficult being that some students don’t really understand the concept of fake news and credibility. Social media cannot always be a trusted source. 50% of teachers use social media to understand student pop culture. 37% of teachers incorporate memes, emojis and GIFs to highlight key points in their lessons Even though social media is a source teacher's are wanting to incorporate there are restrictive blocking of social media sites in schools. Educators are questioning the value of keeping social media sites blocked, preventing their use in the classroom. Social media be an effective educational tool, and it can also give schools a chance to introduce students to digital citizenship. Being a good digital citizen can help students connect, share ideas and be more cognizant of the effect their words may have on other students.

Opinions:

I completely understand why teachers want to incorporate social media into their classes. There are many positives involved that can assist student's in their learning process. In fact some students may learn better from using social technologies. Its important for students to learn the proper ways to act on social media. There are many negative connotations associated with thing such as online bullying. Students have to treat each other with respect while using social networks. I know there are many things schools want to protect students from so I also agree with them blocking and restricting certain pages. When students are away from home it is the job of the teachers to make sure they are being influence by the right things.

Source Credibility:

Liz is a marketing copywriter for MBS Direct. She is an avid reader, and a prolific writer. MBS Direct provides educational products to faculties around the world.

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Source Citation:

Chen, Jenn. “10 Textbook Strategies for Social Media in Higher Education.” Sprout Social, Sprout Social, 11 Apr. 2018, sproutsocial.com/insights/social-media-in-higher-education/.

Keywords: communications channel, strategies, managing

Summary:

This source discusses the ways to manage social media in higher education. We have to remember school is a community of students, educators, researchers and alumni. There are ten strategies used to get social media involved as another communication channel.
The strategies are :

1. Create a social media directory and resources:
This helps students easily navigate and find information for their specific need/problem.

2. Adjust Your Communication By Network:
Colleges should be aware of the uses for different social networks. For example; If college students mostly use Facebook to connect with their family and Snapchat to talk to friends, Snapchat should be chosen.

3. Create Interest-Based Facebook Groups:
This can make it easy to connect with those you want to reach.

4. Have Fun With Stories:
The use of Instagram stories or snapchat stories can appeal better to students.

5. Create Student Ambassadors:
Allow students to assist with creating content. They will be able to create content that is more relatable to the next student.

6. Create Student-Based Accounts:
Create accounts that are for students and by students. Use current students to tell their stories for you.

7. Include Social Media in a Crisis Response Plan:
This can provide a easy way for student to know, at all times, important emergencies that are partaking on or near campus. For many parents and alumni, social media is what they use to connect to the school.

8. Tailor Your Content for Your Audience:
The main accounts of a college will have an even mix of department news, student information, alumni engagement, recruitment and sports.

9. Set Up an Effective Communications System:
Be sure that the communication system is effective for the type of audience you are trying to reach.

10. Manage Social Media Under One Roof:
Most higher education schools have a social media team in place that oversees the school’s dominant networks.. Having a tools that allow content to be posted to various accounts, can be very useful for cutting out communication time.

Opinions:

I enjoyed this resource because it discussed ways social media networks are used today. The writer composes the article intending to promote new and proper ways for higher education to use social media. These are repetitive ways I see social media being used amongst students at my university. All information as far as games, events and certain emergency related situation are easily accessible through different social sites. These sites also act as ways for us as students to connect and receive help. We can use the sites to also connect with advisors, teachers and tutors. There is a huge advantage of social networks being involved at school. These are very successful ways to use social media in education as well.

Source Credibility:

Jenn Chen is an SF-based digital strategist, photographer, and writer.
Sprout Social is a social media management and optimization platform for brands and agencies of all sizes. Their platform gives businesses a single hub for social media publishing, analytics and engagement across all of their social profiles.

]]> 2018-11-07 04:05:12 UTC https://padlet.com/jhudso49/bxsp8bqut8dl/wish/301324085 The Sources listed are in order by Topic. Each topic is separated by color: jhudso49 https://padlet.com/jhudso49/bxsp8bqut8dl/wish/310622304

Use of Social Media Amongst Student’s: PURPLE

The Impact: Positive/Negative: GREEN

The Collaborative Process: Role of Faculty/Students: RED

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