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Social Networks: Impact on Teaching and Learning in Schools and Classrooms

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Life in Schools and Classrooms

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 38))

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Abstract

Social networking has become a widespread WWW-based phenomenon of the late twentieth century that has been taken up especially enthusiastically by the young. Many social networking sites and possibilities have burgeoned into huge numbers of people being registered for the various groups to the point where hundreds of millions are engaged in frequent communication and socializing using their computers, telephones and massive amounts of time and energy. The implications of this ubiquitous take-up of the phenomenon for schools and classrooms have not escaped the attention of educators, and many enthusiastically have advocated bringing the approaches into classroom activities and utilizing the appeal they have for young students to motivate and engage them in learning.

While there is appeal in the emerging potential that this “movement” offers to education, there are issues and problems that have arisen in the social networking arena, and a number of these aspects such as legal issues surround privacy, exposure to predators and related aspects of cyberbullying and sexting are raised in this chapter. These aspects present serious challenges to educators and their use of the social networking opportunities for classroom and school applications.

Where the use of social networking in schools and classrooms might develop in the future is a matter of considerable fascination, and some speculation is considered in the chapter.

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Notes

  1. 1.

    www.attorneygeneral.gov/crime.aspx?id=56

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Correspondence to Len Cairns .

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Cairns, L., Malloch, M. (2017). Social Networks: Impact on Teaching and Learning in Schools and Classrooms. In: Maclean, R. (eds) Life in Schools and Classrooms. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 38. Springer, Singapore. https://doi.org/10.1007/978-981-10-3654-5_37

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  • DOI: https://doi.org/10.1007/978-981-10-3654-5_37

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