Ed Tech Blog
Introduction
Over the last decade many researchers have devoted their time and effort to examining how Facebook is being used educationally. The logic of this examination stems from the fact that approximately 90% of students in the United States are using a social networking website (Junco 2012; Fogel & Nehmad, 2009), and that the primary social networking website used is Facebook (Junco 2012). In short, this group understands that bringing educational material to students via a medium they visit several times a day will likely lead to enhanced learning.
In an earlier post the highest quality research articles related to Facebook were described. This was done in order to provide a complete overview of how Facebook is used by teachers to enhance instruction and engage in self-driven professional development. The paper also described students’ attitudes toward educational Facebook use, which was positive overall, and made recommendations for appropriate educational Facebook etiquette (for both teachers and students). Another aspect of educational Facebook use that was touched upon, but not discussed extensively, was educational Facebook research ethics. The literature review referenced two articles in particular that “covertly” observed students’ Facebook timelines (i.e., profiles containing general student information and a chronological record of Facebook interactions). Upon review of the two articles in question it became clear that a deeper examination is necessary. In order to fulfill this need the two potentially ethically controversial educational Facebook use articles will be analyzed using scholarly literature regarding online research ethics. Ultimately, it will be identified whether the two studies can be deemed ethical or unethical. Recommendations for conducting ethical educational Facebook research will also be made.
Background
The first of the two possibly ethically controversial studies by Hart and Steinbrecher (2011) was designed to identify how pre-service teachers use Facebook. In order to...
Educational Facebook Use Policies
Appropriate methods of integrating Facebook into educational settings, and into the general lives of educators, are beginning to be introduced via scholarly research. Many educational institutions, however, have not yet established educational Facebook use policies. The majority of the literature impresses upon the reader the delicate nature of educational Facebook use (particularly in basic education settings). Davis’ (2010) article and those before hers collectively describe the entire spectrum of educational Facebook use. In short, some institutions officially encourage appropriate and professional educational Facebook use, some ban it entirely, and others have simply not acknowledged educational Facebook use (Davis, 2010; Maranto & Barton, 2010; Carter, 2008). While many institutions avoid educational Facebook use policy making, Carter (2008) notes The Association of Texas Professional Educators, which provides official recommendations for appropriate educational Facebook use. This guide, for example, describes how educators should proceed if they receive friendship requests from students. In the article, Carter ultimately makes a call to action, which is in essence a recommendation to engage in statistically beneficial educational Facebook use while using common sense to guide all educator actions on Facebook.
Implications & Recommendations
Considering the existing research, there are several implications...
In this two-part post we’ll take a look at the educational applications of Facebook.
Introduction and Rationale for Facebook Use
The use of Facebook as an educational tool appears to be a polarizing topic among many of those within the field of education. A large majority of educators, particularly those serving in basic education (i.e. K-12) capacities, straight-out fear Facebook use, having been scared (and scarred) by the many stories of disciplinary actions taken against educators who used Facebook unprofessionally (whether by accident or knowingly) (Carter, 2008). Others avoid Facebook use out of disinterest, being of the mindset that education likely has little to gain by integrating a media that was designed to be social by nature (Charnigo & Barnett-Ellis, 2007). The targets of this article, however, are educators that acknowledge the works of educational Facebook use researchers. This body of researchers recognizes an opportunity to enhance traditional learning using Facebook (Chou, 2012; Junco, 2012; Ömer 2012; Ranieri et al. 2012; Yunus et al., 2012; Hart & Steinbrecher, 2011; Lampe et al., 2011; Malita 2011; Promnitz-Hayashi, 2011; Teclehaimanot & Hickman, 2011; Davis, 2010; Kabilan & Abidin, 2010; Maranto & Baron 2010; Madge et al., 2009; Muñoz & Towner, 2009;
There are “mind-game” exercises you can do that allegedly help with memory. Similarly, there are innumerable articles about vitamins, minerals, supplements and herbs that claim to enhance memory “vitality.” But one thing is certain when it comes to memory- as you age, your brain becomes less flexible and the world around you becomes more distracting. Short-term memory recollection is compromised and focus is more difficult.
According to the National Center for Education Statistics, “In 2015, there were 11.8 million college and university students under age 25 and 8.1 million students 25 years old and over.” Also of note, the fastest growing cohort in US colleges and universities is the non-traditional student, which includes students 25 years and older. Students 25 years and older may face obstacles to learning and educational success in colleges and universities that traditionally cater to the traditional student population. We’ve written, prior, about non-traditional student enrollment being an opportunity for growth for colleges and universities with declining enrollment. But these opportunities come with the challenge of retaining this population of students who may not retain information the same as a traditional student.
How does this affect educational technologists? Individuals of all ages seem to...
Read more: Education Technology For Impact, Engagement, Memory
This is a guest post provided by Nanda Krish from Wisewire. I found the information to be relevant and in line with the value of content we like to provide on our Collaborate! blog. Please note: FSR doesn't endorse (or not endorse) Wisewire, as we have not evaluated their services. But we thank them for sharing this information with our readers! Enjoy:
You have a unique challenge ahead of you. You know valuable learning tools are emerging and your institution needs to keep up with educational trends. But working within a budget, juggling your day-to-day tasks, and trying to have meaningful conversations with people short on time is not easy. How do you convince multiple education professionals to invest in adaptive learning tools and materials (available from numerous online sources, including Wisewire), which may be an unfamiliar approach to student learning?
What Matters?
Gaining support for any initiative in higher education will always be contingent on whether the idea is best for students. It’s important to completely understand the benefits of adaptive learning tools for individual students and be prepared to describe these benefits to key stakeholders. In addition to basic questions, leaders will have their own specific areas of...
Involving and engaging commuter students on campus is a priority for schools. Generally, commuter student retention is lower than students living on-campus or in college owned housing. This could be the result of a number of factors: commuter students not feeling connected to the school brand (house proud); lack of social connectedness; increased distractions/ responsibilities from non-academic sources; lack of amenities on school grounds created for their complex lifestyle, etc.
StateUniversity.com claims, “Because commuter students spend limited time on campus and limited time creating relationships with other students, faculty, and staff, they have fewer opportunities to engage in quality interactions with these individuals. Therefore they are less likely to make a strong commitment to the university or its programs and are more likely to drop out of school than residential students.”
Fortunately, technology offers a conduit to increased connectivity. While technology alone will not be a campus cure-all for commuter retention, it can help support engagement, encourage group interactivity and provide conveniences to keep commuters on campus longer.
- Technology Rich Lounges- lounges located in central locations are good for commuter students who need a place to park in between classes. Dedicated areas with student- accessible TV’s can promote student interaction.
Read more: How Can Technology Help Engage The Commuter Student?