Facebook: Learning Tool or Distraction?
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Facebook: Learning Tool or Distraction?
Aaron M. Fewkes
Mike McCabe
Nipissing University
Abstract
The article will explore how a selected provide expansive opportunities that one or more specific types of interdepen-
sample of secondary school students would “support the learning agenda” dency. Facebook, with more than 200
in Ontario have been using Facebook of classrooms, including opportunities million active users, and MySpace are
since it has become accessible to them such as online discussions and online the two largest social networks” (Har-
and whether or not this use “supports “extra help.” This vision is shared by ris & Rea, 2009, p.138). In May 2011 (2
the learning agenda” of classrooms as many of the other school boards in years after Harris and Rea’s research),
school boards have envisioned. The Ontario. Facebook has increased membership to
researchers collected both quantitative The following research is grounded more than 500 million users (Facebook,
and qualitative data from 63 Ontario within the theoretical framework that 2011). On average, 700 billion minutes
high school students via a questionnaire the use of Facebook moves beyond for- are spent on this social networking web-
distributed through Facebook. Stating mal academic learning to include corol- site per month (Facebook, 2011). The
many examples of use for educational lary aspects of learning such as effective challenge of using Web 2.0 technolo-
purposes, 73% of respondents reported collaboration and communication. The gies in the classroom is to use them in a
having used Facebook for educational research endeavors to answer the follow- way that enhances learning, not simply
purposes. Of the students surveyed, ing two questions: because they are available.
only 27% said that at least one teacher The increased use of virtual worlds
1. How have a selected sample of sec-
had found ways to include Facebook for entertainment, socializing, and
ondary school students in Ontario
in their lessons, and further, 77% of education will continue to grow (NMC,
been using Facebook since it has
students believed that teachers do not 2007). With more users acclimating to
become accessible to students?
support Facebook being unblocked. The a combined virtual and physical life,
2. Is there congruency between the
results of this research point to a need educators will also need to find ways to
vision for the use of social media
for the better utilization of Facebook bring these technologies into pedago-
in the classroom and how students
in classrooms and the need for school gies to keep instruction relevant and
have actually been using it?
boards who choose to “embrace” the applicable to the world our students are
increasing popularity of social media to By understanding how students in used to and will inhabit after graduation.
implement programs that better ensure this study use Facebook during class However, simply adopting a technology
teachers also feel comfortable enough time, teachers can better target and and not truly understanding its potential
to embrace this informal teaching tool. implement strategies that use social will not suffice. We must work to im-
(Keywords: social media, Facebook, ed- media to “support the learning agendas” prove our research in the area of Web 2.0
ucational technology, Web 2.0, second- of their classrooms. By determining the and virtual world technologies (Rollett,
ary schools, Ontario, censorship, policy) congruency of a school board’s vision Strohmaier, Dosinger & Tochtermann,
of social media in the classroom and its 2007). “Without it, we will be using old
current, actual use, this research will technologies in a 21st century world. Stu-
I
n 2010, the Waterloo Regional Dis- provide school boards with invaluable dents will realize it because they will be
trict School Board (WRDSB) made information that will aid future direction ahead of us” (Harris & Rea, 2009, p.143).
the decision to “embrace” the gain- about the use, governance, and training
ing popularity of social media among related to social media implementation Adolescent Communication and Collaboration
students by allowing any student 13 in secondary schools. using Online Social Networking
years of age or older to access popular As of the fall of 2009, 73% of teens
social media websites such as Facebook Literature Review between the ages of 12 and 17 use social
while at school. As stated by Peter networking sites, which is an increase
Rubenschuh, the assistant to the super- Web 2.0 from 58% in 2007 (Lenhart, Purcell,
intendent of learning services for the “A social network is a social structure Smith & Zickuhr, 2010). Further, recent
WRDSB, the decision to allow students made of notes, generally individuals or research shows that 83% of teenage social
to access social media websites would organizations, which are connected by networking users have added comments
92 | Journal of Digital Learning in Teacher Education | Volume 28 Number 3
Copyright © 2012, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, iste.org. All rights reserved.to pictures that friends have posted, 77% ing to McMillan and Chavis (1986). For students with greater access to multi-
have posted public messages to a friend’s learners to sustain meaningful edu- media presentations (catered to various
page, 71% send private messages to cational experiences, a sense of com- types of learning styles) and ultimately
friends, 66% post comments to friends’ munity is a must (Garrison & Kanuka, can provide students with instruc-
blogs, and 54% send instant messages 2004). According to Bowers-Campbell, tional interaction outside the classroom,
or chat through these sites (Lenhart, Facebook can be used to create more whereby questions could be answered,
2009). All of these statistics highlight communication amongst teachers and online collaboration on an assignment
the current popularity of social media students (2008). The creation of a com- could occur, or students could engage
among adolescents. However, although munity of learners, or learning net- in more than one class simultaneously.
Facebook’s popularity continues to surge, works, as referred to by Dorothy Chun However, despite the capabilities for
it is important to discuss what corollary (1994) and Mark Warschauer (1996), new technologies to share knowledge
aspects of learning Facebook can bring to levels the playing field for shy, intro- and connect people, technology also has
(and outside of) the classroom, as doing verted students. When a community of challenges that we must recognize.
so will move beyond the argument that learners is established, such students Most important, beyond issues of ac-
one ought to adopt the medium simply may become more comfortable, allow- cess, the benefits of technology can also
because of its pervasiveness. The nature ing them to make greater contributions be limited by how it is used (Boostin,
of Web 2.0 moves beyond its predecessor to the community. Psychologists have 1980). “Knowledge is the result of cogni-
“read-only Web 1.0” to include “ ‘partici- argued that once the characteristics of a tive work reflected in integrative, synthe-
patory,’ ‘collaborative,’ and ‘distributive’ learning community, including connect- sizing, evaluative, and critical thinking
practices” (Greenhow et al., 2009). As edness and trust amongst the learners, about information. Information is the
both Bandura’s Social Cognitive Theory are established, such characteristics have raw material, but knowledge is the
(1986) and Johnson and Johnson’s (1994) a direct impact on the continuance of foundation of education” (American
work on cooperative learning have illus- participation within the community Psychological Association, 2009, p. 456).
trated, knowledge acquisition is enhanced (Whitworth & DeMoor, 2003). The When implementing new technologies
through social learning experiences, such American Association of School Librar- in classrooms, it is of the utmost impor-
as group work or collaboration. ians states that 21st century learners tance that teachers create a rich environ-
require the skills necessary to participate ment focused on promoting knowledge
Connecting Informal and Formal Learning and collaborate within social and intel- rather than “simply being a source of
“The informal learning that occurs in lectual networks of learners, and such information” (American Psychological
the context of participatory media offers collaboration can take place through Association, 2009, p. 456).
significant opportunities for increased online learning (2007). A second challenge for educators “in-
student engagement in formal learning volves the distinction between entertain-
settings. The experience with communi- Technology and Education ment and true intellectual engagement”
cation technologies that teenagers today “Although technology per se is not new (American Psychological Association,
possess must be tapped by educators to the education process of teaching 2009, p. 456). The nature of multimedia
and connected to pedagogy and content and learning, education is one of the can captivate students easily, but this
in order to address learning objectives areas most heavily impacted by tech- visual engagement does not necessar-
in schools. Teacher education faculty nology” (American Psychological As- ily represent intellectual engagement
members are experienced in this arena. sociation, 2009, p. 455). Further, “The (American Psychological Association,
We are currently at a moment in time in Internet and related technologies have 2009, p. 456). In fact, too much multi-
which the current and next generation the power to bring literature, research, media stimulation can interfere with the
of educators each can make a genuine information, and people from around deeper cognitive processing that is criti-
contribution by working together” (Bull, the world directly into the classroom” cal to learning (American Psychological
Thompson, Searson, Garofalo, Park, (American Psychological Association, Association, 2009, p. 456).
Young & Lee, 2008, p.106). 2009, p. 456). As the 2008 Annual In conclusion, “Particularly because of
This idea of “working together,” as Report of the APA Policy and Planning the immediacy, vividness, and on-demand
suggested by Bull et al., has also been Board suggested, new technologies nature of technology in the classroom,
reflected within the education system, have the capability to improve the way satisfaction may be mistaken for achieve-
where a push to foster classroom com- interaction occurs among students and ment. Thus, more than ever, attention
munities or a community of learners has instructors. needs to be devoted to the scholarship of
gained strong support. This “sense of “Material can [now] be presented in teaching and specifically to how technolo-
community” has been defined as a mu- more vivid ways than in the past, which gy inside and outside the classroom affects
tual interdependence among members, may engage students more actively” learning outcomes for new generations
connectedness, trust, interactivity, and (American Psychological Association, of students” (Mayer, Griffith, Jurokwitz &
shared expectations and goals, accord- 2009, p. 456). Going “virtual” provides Rothman, 2008, p.338).
Volume 28 Number 3 | Journal of Digital Learning in Teacher Education | 93
Copyright © 2012, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, iste.org. All rights reserved.Fewkes & McCabe
Methodology
Participants in this research consisted of
both male and female secondary school
students from Ontario, Canada, who
actively engage with the social network-
ing website Facebook and are over the
age of consent (16 years old). In total,
approximately 700,000 students attend
850 publicly funded secondary schools
in Ontario (Ontario Ministry of Educa-
tion, 2011). Each secondary school is
governed by one of the 72 school boards
in Ontario (Ontario Ministry of Educa-
tion, 2011).
The primary researcher recruited
participants using a snowball technique:
He created a “group” called Facebook:
Learning Tool or Distraction using his
personal Facebook account. Using both
the researcher’s friend list and a rela- Figure 1. Academic averages of respondents.
tive of the researcher’s friend list, the
researcher added current Ontario high The analysis of data employed both in the classroom and how students
school students to the group with the quantitative and qualitative method- have actually used it?
option of opting out at any time. The ologies. For the quantitative analysis,
researcher asked students added to the In total, 51 completed the question-
the researcher used frequency distri-
group to direct others to the Facebook naire in full, whereas 12 others com-
butions involving simple percentages.
page and then subsequently to the pleted parts of the questionnaire. The
For the qualitative data, an inductive
online questionnaire (provided via a link researcher examined simple frequency
approach to analysis provided a conve-
on the Facebook group page). To ensure distributions using simple percentages
nient and efficient mode to recognize
that the results reflected Ontario student and therefore used all responses (com-
main themes. The researcher colour
responses only, the researcher disre- plete or incomplete questionnaires).
coded all of the qualtitative responses
garded all questionnaires found to be Of questionnaire respondents, 58%
that made mention of a particular
completed by non-Ontario students (as were female and 42% were male. Fur-
educational use, such as “collabora-
determined through the question on the ther, 90% were enrolled in university-
tion,” “discussion,” “asking questions,”
questionnaire about which school board track courses. Figure 1 outlines the self-
or “extra help.” Once these were colour
the student was enrolled with). reported, academic averages (based on
coded, the researcher reviewed the
Research participants completed the their second-term report card in March
data again to find quotations that best
online questionnaire that contained 2010) of all respondents.
illustrated the common themes.
questions pertaining to their use of Figure 1, which outlines the mean
Facebook in a classroom setting. It took grade received in respondents’ academic
Results
approximately 20 minutes to complete. courses (academic average), shows that,
To reiterate, the following research is
The majority of the responses provided of all the students who responded to
grounded within the theoretical frame-
the researcher with quantitative data in the research questionnaire, nearly half
work that the use of Facebook moves
the form of 25 Likert-type scales. How- had averages between 80 and 89%, with
beyond formal academic learning to in-
ever, participants also had eight oppor- all students having an average of at
clude corollary aspects of learning, such
tunities to provide written, qualitative least 60%. Eighteen percent of students
as effective collaboration and com-
responses. The researcher separated the reported having an average in the
munication. The research endeavors to
questions into four main themes (use of 90–100% range.
answer the following two questions:
facebook, facebook at school, teach- It should also be noted that 98%
ers and facebook, and demographics) 1. How have a selected sample of of the 63 students who answered the
and subsequently presented to research secondary school students in On- question about how long they have been
participants in this manner. This mixed tario been using Facebook since it using Facebook answered between 1
methodology provided the opportunity has become accessible to students? and 5 or more years. The majority of
to gain both breadth and depth of re- 2. Is there congruency between the these students (60%) have been using
sponses from an online questionnaire. vision for the use of social media Facebook for 3–4 years. Coupled with
94 | Journal of Digital Learning in Teacher Education | Volume 28 Number 3
Copyright © 2012, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, iste.org. All rights reserved.Facebook: Learning Tool or Distraction?
Table 1. Participation in Facebook Activities (0utside of School) Facebook as a distraction, “unable to
Activity Participation teach,” and uneducational.
1 2 3 4 5 6 7 Beyond the question of whether
(Greatest) (Least) students believe Facebook can be used
Check Friends’ Status Updates 20% 16% 12% 16% 18% 10% 10% as an educational tool, 73% of students
Update Own Status 11% 16% 11% 24% 18% 15% 5% who completed the questionnaire had
Messaging 20% 8% 20% 15% 19% 10% 7% used Facebook for educational purposes.
They stated the following examples of
Facebook Chat 7% 16% 20% 27% 21% 11% 2%
use for educational purposes:
Look at Photos 10% 21% 27% 11% 13% 11% 10%
Applications 14% 18% 5% 5% 4% 25% 29% • In biology or chemistry when
Educational Purposes 14% 11% 10% 6% 5% 16% 40% we have labs, we normally work in
Note. Range of respondents was between 51 and 64. groups, so if we don’t know the an-
swer we make a group message
Table 2. Student Use of Facebook During School Hours
and give our answers. I have also
Facebook Access Frequency (Check all that apply) Percentage
posted links or watched links sent
During “spare” periods 34 57 to me that help with biology (res-
During my lunch break 31 52 piration, the Krebs cycle, etc.).
During class time 25 42 • Asking teachers or friends about
Between Classes 11 18 homework.
Never 18 30
• One of the math courses at school,
Note. 60 total respondents Advanced Functions, has a Facebook
group that is lead by our teacher. The
the statistics that all respondents’ ages lie With regard to use during class time, group includes all the students from
between 16 and 18, this signals that most 52% of students said they never access all three classes which opens for the
students who completed the research Facebook during class time, 28% access opportunity to discuss homework
questionnaire for this study have been Facebook one to two times per day dur- with classmates. Also, our teacher can
using Facebook since they turned 13.1 ing class, 10% access the popular social send a message out to all members
Students who completed the ques- networking website three to four times reminding them of a quiz or test.
tionnaire noted being enrolled with the per day, and 7% access Facebook seven • For my English exam, a group was
following Ontario school boards: Water- or more times per day during class. made to discuss the reading package
loo Region District School Board, Wa- Table 2 outlines student use of Face- we were given. While at home, I par-
terloo Catholic District School Board, book during school hours, in general. ticipated in these discussions which
Upper Grand District School Board, It shows that, while at school, students helped my preparation for the exam.
Avon Maitland District School Board, access Facebook most often during their • I inbox myself work to finish at home
Peel District School Board, and Consiel “spare” periods or lunch breaks and least because my email is blocked.
Catholique du Nouvel-Ontario. often during or between class time(s).
Thirty percent of students reported nev- Congruency between Vision and Use
Use of Facebook er accessing Facebook while at school. of Social Media in the Classroom
Table 1 illustrates students’ use of Face- When asked whether students felt Both school boards and individual
book outside of school, by frequency Facebook should be available to students schools have policies regarding the use
of rank. Interestingly, this table shows during class time, 52.8% were in favour of Facebook within their institutions.
that respondent’s main uses of Face- and 47.2% were against this idea. How- Seventy-two percent of students ques-
book outside of school include checking ever when asked if Facebook can be used tioned in this research were unaware of
friends’ status updates and checking as an educational tool, 73% believed it their school board’s policies regarding
messages, whereas at the opposite end could be. The students who believed that the use of Facebook during class time,
of the spectrum, educational purposes Facebook could be used as an educa- whereas only 47% were unaware of their
and applications are ranked the lowest. tional tool cited benefits of Facebook school’s policies. Although this number
As this research and Lenhart, Purcell, including easier communication with still seems high—especially because
Smith, and Zickuhr have pointed out, classmates, quick and easy discussion rules are put in place to guide correct
adolesents are undoubtedly using social forums, group collaboration, awareness and acceptable usage—the difference in
media for a range of uses. campaigns, increased self-organization, understanding of the policies appears to
1 Facebook’s Privacy Policy states: “If we learn that we have collected and homework help. Students who be affected by teacher and peer influ-
personal information from a child under age 13, we will delete that answered that Facebook could not be ence. Where students were more aware
information as quickly as possible” (Facebook, 2010).
used as an educational tool described of the policies (in schools), respondents
Volume 28 Number 3 | Journal of Digital Learning in Teacher Education | 95
Copyright © 2012, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, iste.org. All rights reserved.Fewkes & McCabe
cited teacher reminders, peer reminders,
assemblies about the use of Facebook,
digital citizenship committees, and
posters as responsible for their increased
awareness.
Although a school board’s vision
may be to provide expansive opportuni-
ties that “support the learning agenda”
of classrooms, including opportunities
such as online discussions and online
“extra help,” it must be remembered that
this vision is most effectively carried out
and fostered by frontline employees—
teachers.
Of the students surveyed, only 27%
said that at least one teacher had found
ways to include Facebook in their les-
sons. Figure 2 provides a breakdown Figure 2. Subjects that integrate Facebook.
of survey respondents’ subjects that
integrated Facebook. Subjects that re- Discussion and Conclusions students access the popular social
spondents reported integrated Facebook media website during their “spare”
most frequently include: mathematics, Use of Facebook periods or lunch breaks. The latter two
the arts, English, and technological Between 2009 and 2011, the number of times of access (lunch and spare peri-
education. The subject that respon- Facebook users worldwide increased ods) have, in the past, been regarded
dents reported had the least integra- by 150%. As 73% of teens between 12 as times when teachers and students
tion of Facebook was Canadian and and 17 were reportedly using social can remain mutually exclusive of one
World Studies. It should be noted that networking websites in 2009, and that another. From a pedagocial perspective,
some students did state that teachers number is sure to have risen since knowing that increased reminders to
constantly remind students how to use then, it should come as no surprise do something increases the chances of
Facebook responsibly, and on occasion that today’s classroom lexicon contains it happening, another reminder sent to
a teacher will give test and assignment words with changed meaning, includ- students, via a medium they are using,
reminders outside of assigned class time ing post, message, tag, poke, and in- at times when students tend to mis-
via Facebook. However, to the contrary, box. As Facebook becomes unblocked manage their time well, seems logical.
a number of students stated, “[Teachers] on school computers, teachers’ under- Beyond the classroom, the benefits
are all anti-Facebook.” standing of how students are actually that using Facebook could have are many,
In addition, 77% of students using social media, when provided including collaboration, participation,
believe that teachers do not support with the opportunity, will allow them and communication. The results of this
Facebook being unblocked. Upon to gain a better understanding of how study produced student responses that
discussing the lack of support for their students use Facebook during repeatedly cited such benefits, including
Facebook, students state reasons class time. By gaining this knowledge, collaboration, extra help, homework dis-
for this belief, including Facebook’s teachers can better target and imple- cussion, or self-organization, as reasons
distractibility, older generations ment strategies that use social media for using Facebook. The fact that 73%
of teachers not understanding the to “support the learning agendas” of of students answered yes when asked if
benefits, the inability for teachers to their classrooms. they have used Facebook for educational
monitor students’ actions fully, and As both the Annual Report of the purposes goes against the hypothesis
student misuse, among others. APA Policy and Planning Board (2008) that students are not using Facebook
Figure 3 outlines the most significant and Garrison and Kanuka (2004) have to “support the learning agenda” of the
barriers to the successful use of Face- suggested, new technologies have the classroom. In fact, many respondents
book in the classroom. Distraction of capability to improve the way inter- provided in-depth examples of how they
students leading to teachers not us- action occurs among students and have used it for educational purposes.
ing Facebook was chosen as the most instructors, fostering a necessary sense Consistent with research conducted
significant barrier. Student respondents of community. As the research results by the American Psychological Associa-
considered student knowledge of how to previously highlighted show, 48% of tion, many respondents also discussed
navigate Facebook as the least significant students log on to Facebook at least the challenge of Facebook’s lack of
barrier. once during class time, and even more “distinction between entertainment and
96 | Journal of Digital Learning in Teacher Education | Volume 28 Number 3
Copyright © 2012, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, iste.org. All rights reserved.Facebook: Learning Tool or Distraction?
the responses by students in the study at
hand, there appears to be a disconnect
between school board and student.
Although some students responded
that they are using Facebook for discus-
sions, group collaboration, etc., when
asked if they felt that teachers support
Facebook being unblocked, the large
majority of students (77%) answered no.
As stated previously, some students at-
tributed this belief to barriers including
Facebook’s distractibility, older genera-
tions of teachers not understanding the
benefits, teachers’ inability to monitor
students’ actions fully, and student
Figure 3. Barriers to the successful use of Facebook in the classroom misuse. To reiterate, when implement-
ing new technologies in classrooms, it is
true intellectual engagement”—in other purposes” and for providing “students of the utmost importance that teach-
words, distractability (American Psycho- users with instruction in the proper use of ers create a rich environment focused
logical Association, 2009, p. 456). Perhaps digital technology” (Upper Grand District on promoting knowledge rather than
if students and teachers used Facebook School Board, 2010, p. 1). User responsi- “simply being a source of information”
differently, it would become less distract- bilities highlight respect, protection, and (American Psychological Association,
ing. Interestingly, when asked whether responsibility of use. 2009, p. 456).
Facebook should be available to students The Waterloo Region District School It is the responsibility of a school
at school, the results were inconclusive, Board’s Acceptable Use Procedure for board and teachers/principals (as
with 28 in favour and 25 against. Students technological property outlines board re- instructional leaders) to address barriers
were conclusive when they were asked sponsibilities including promoting accept- to their visions/policies to create rich
if it should be used more often: Respon- able use, developing rules, providing filter- learning environments. The implica-
dents were in favour, perhaps because of ing protection, and ensuring suitable levels tions of not understanding the use,
the growing trend toward social network- of privacy and security (Waterloo Region governance, and training related to
ing or simply because it is what teenagers District School Board, 2008). Outlined social media implementation in sec-
know and use on a daily basis. Regardless, in this same policy document, schools ondary schools at the board level will
students’ more in-depth use and under- are responsible for providing access, only trickle down and end up affecting
standing results in a better appreciation monitoring student use, and dealing with Ontario students. To date, many school
for and recognition of Facebook’s poten- abuse (Waterloo Region District School boards have recognized the trend. How-
tial corollary uses in education. Board, 2008). Users are, once again, to use ever, maintaining lofty visions without
technology respectfully, with caution, and proper implementation results in putting
Congruency between Vision and Use responsibly. WRDSB’s Acceptable Use the students and teachers at odds.
of Social Media in the Classroom Procedure does not mention the ongoing To conclude, student use of Face-
As per the Acceptable Use of Digital Tech- need for the in-servicing of teachers on book when at school does seem to be
nology Procedure Manual of the Upper the use of digital technology. congruent with school boards’ visions of
Grand District School Board, it is the re- If in fact the statistics about adoles- enhancing the learning agenda. How-
sponsibility of the school board to update cent use of Facebook stand true, then ever, the school boards and teachers
digital technology; “provide in-service the statistics from this research that only do not appear to be responsible for this
for staff on the use of digital technology 27% of students reported having at least congruency, but rather the students who
and assist in the provision of resources to one teacher who included Facebook in are adapting to an institution lacking
help staff teach students appropriate use their lessons must be called into ques- new technology in a contemporary
of digital technology;” and “determine tion. As Mayer, Griffith, Jurokwitz, and world. Going forward, school boards
whether use should be granted, limited, Rothman stated in 2008, “more than who choose to embrace the gaining
or revoked” (Upper Grand District School ever, attention needs to be devoted to popularity of social media must imple-
Board, 2010, p. 1). Beyond the school the scholarship of teaching and spe- ment programs that ensure teachers also
board, schools themselves are responsible cifically to how technology inside and feel comfortable enough to embrace it.
for ensuring “school staff has access to outside the classroom affects learning Giving students a little more freedom
professional development in the effective outcomes for new generations of stu- and trust in a less controlled environ-
use of digital technology for educational dents” (p. 338). Upon looking at some of ment may be the key.
Volume 28 Number 3 | Journal of Digital Learning in Teacher Education | 97
Copyright © 2012, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, iste.org. All rights reserved.Fewkes & McCabe
Again, the research outlined in this References Lenhart, A. (2009). The democratization of
study fits with other current research in American Association of School Librarians online social networks: A look at the change in
(AASL). (2007). Standards for the 21st demographics of social network users over time.
this field, but there is still much research to Paper presented at the Association of Internet
century learner. Retrieved from http://www.
be done. The researchers limited the data ala.org/ala/mgrps/divs/aasl/aaslproftools/ Researchers 10.0, Milwaukee, WI.
used in this study to a self-selected group learningstandards/standards.cfm Lenhart, A., Purcell, K., Smith, A., & Zickuhr,
of Facebook users. A deeper analysis, in- American Psychological Association. (2009). How K. (2010). Social media and young adults.
cluding the use of a larger sample size, on technology changes everything (and nothing) Washington, DC: Pew Internet & American Life
in psychology. American Psychologist, 64(5), Project.
teacher perceptions of Facebook and more Mayer, R. E., Griffith, E., Jurkowitz, I. T. N., &
454–463.
qualitative research about how Facebook Boorstin, D. J. (1980). Gresham’s law: Knowledge Rothman, D. (2008). Increased interestingness
has been used in classrooms, would be or information? Washington, DC: Library of of extraneous details in multimedia science
beneficial for this field of research. Congress. presentation leads to decreased learning.
Bowers-Campbell, J. (2008) Cyber “pokes”: Journal of Experimental Psychology: Applied, 14,
Motivational antidote for developmental 329–339.
Author Notes McMillan, D. W., & Chavis, D. M. (1986). Sense of
college readers. Journal of College Reading
Aaron M. Fewkes is an undergraduate student in his
and Learning. 39(1), 74-87. Retrieved January community: A definition and theory. Journal of
final year of the concurrent education program at
3, 2012, from http://www.eric.ed.gov:80/ Community Psychology, 14, 6–23.
Wilfrid Laurier University and the Schulich School
ERICDocs/data/ericdocs2sql/content_ New Media Consortium (NMC). (2007,
of Education at Nipissing University in Brantford,
storage_01/0000 January 23). Two to three years: Virtual
Ontario, Canada. His main research interests in-
Bull, G., Thompson, A., Searson, M., Garofalo, J., worlds. Retrieved from http://www.nmc.org/
clude the implementation of new collaborative tech-
Park, J., Young, C., & Lee, J. (2008). Connecting horizonproject/2007/virtual-worlds
nologies into classrooms and the creation of policy at
informal and formal learning: Experiences in Ontario Ministry of Education. (2011, July 13).
an administrative level. He plans to attend graduate
the age of participatory media. Contemporary Education facts. Retrieved from http://www.edu.
school to obtain his master’s in education, and he
Issues in Technology and Teacher Education, gov.on.ca/eng/educationFacts.html
hopes to become a school administrator. Please ad-
8(2), 100–107. Ontario Ministry of Education. (2011, December
dress correspondence regarding this article to Aaron
Chun, D. M. (1994). Using computer networking 13). Secondary education. Retrieved from http://
M. Fewkes, Schulich School of Education/Nipissing
to facilitate the acquisition of interactive www.edu.gov.on.ca/eng/secondary.html
University, 46 Ritz Crescent, New Hamburg, ON,
competence. System, 22(1), 17–31. Rollett, H., & Lux, M., Strohmaier, M., Dösinger, G.,
Canada. E-mail: fewk4680@mylaurier.ca
Facebook. (2010, December 22). Facebook’s & Tochtermann, K. (2007) The Web 2.0 way of
Mike McCabe is an associate professor of mathemat-
Privacy Policy. Retrieved from http://www. learning with technologies. International Journal
ics education in the Bachelor of Education and
facebook.com/policy.php of Learning Technology, 3(1), pp. 87–107.
Philosophy of Education programs at the gradu-
Facebook. (2011). Facebook press room: Statistics. Upper Grand District School Board. (2010).
ate level in the Schulich School of Education at
Retrieved from http://www.facebook.com/ Acceptable use of digital technology procedure
Nipissing University in Brantford, Ontario, Canada.
press/info.php?statistics manual (319-A).
His central research focus is the implementation
Garrison, R., & Kanuka, H. (2004). Blended Warschauer, M. (1996). Comparing face-to-face
of technologies as a means to supporting children,
learning: Uncovering its transformative and electronic discussion in the second language
teachers, and parents with issues related to math-
potential in higher education. Internet and classroom. CALICO Journal, 13(2–3), 7–26.
ematics homework. These technologies include quick
Higher Education, 7, 95–105. Waterloo Region District School Board. (2008).
response (QR) codes, mobile technologies, and social
Greenhow, C., Robelia, E., & Hughes, J. Technological property: Acceptable use procedure
networks. Please address correspondence regard-
(2009). Web 2.0 and classroom research: (Administrative Procedure 4070).
ing this article to Mike McCabe, Schulich School
What path should we take now? Educational Whitworth, B., & De Moor, A. (2003). Legitimate
of Education/Nipissing University, 50 Wellington
Researcher, 38(4), 246–259. by design: Towards trusted socio technical
St., Brantford, ON, Canada. E-mail: michaelm@
Harris, A. L. , & Rea, A. (2009). Web 2.0 and systems. Behaviour and Information Technology,
nipissingu.ca
virtual world technologies: a growing impact 22(1), 31–51.
on is education. Journal of Information Systems
Education, 20(2), 137–144.
98 | Journal of Digital Learning in Teacher Education | Volume 28 Number 3
Copyright © 2012, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, iste.org. All rights reserved.You can also read
