running head: web 2.0 technology and student...

34
Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ACHIEVEMENT 1 The Impact of Social Media and Web 2.0 Technologies on Student Learning and Achievement Lisa Hyde A paper submitted in partial fulfillment of the requirements for Education 6290 Faculty of Education Memorial University of Newfoundland July, 2014

Upload: others

Post on 12-Aug-2020

1 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ACHIEVEMENT 1

The Impact of Social Media and Web 2.0 Technologies on Student Learning and Achievement

Lisa Hyde

A paper submitted

in partial fulfillment of the

requirements for Education 6290

Faculty of Education

Memorial University of Newfoundland

July, 2014

Page 2: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ACHIEVEMENT 2

Abstract

It is apparent that social media has become an integral part of the lives of anyone who uses the

internet, including teachers and students. Some popular social media sites used include Face-

book, Twitter, and MySpace. This along with many new Web 2.0 technologies such as blogs

and wikis have changed the way the internet is utilized. The World Wide Web is no longer just

an interface to retrieve information, but rather it has developed into an active platform for creat-

ing, sharing and collaborating ideas. This paper focuses on how social media and web 2.0 tech-

nologies can be used for educational purposes and critically analyzes the impact it has on student

achievement. Some research shows that children today spend an excessive amount of time inter-

acting with social media. It is considered important for educators in the 21st century to embrace

these new technologies and find ways to incorporate social media and Web 2.0 technologies in

the classroom. Research revealed that in many cases the use of Web 2.0 technologies and social

media improved student engagement and achievement. Social media provides many opportuni-

ties for students to acquire the necessary 21st-century skills to prepare them for their future and

allows teachers to connect with children in a medium they are using daily. Along with the bene-

fits, research also shows that many barriers and challenges exist with using social media and

Web 2.0 technologies in schools and the classroom. Proponents for Web 2.0 and social media

tools are of the belief that these challenges can be overcome and should not be a deterrent to us-

ing these types of technologies in the classroom.

Key Words: Web 2.0 technology, social media, student achievement, education, 21st-century

skills

Page 3: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ACHIEVEMENT 3

Table of Contents

Introduction ………………………………………………………………………. 4

Research Question ………………………………………………………………. 6

Rationale ………………………………………………………………………. 6

Findings ………………………………………………………………………. 9

Supporting Student Learning ……………………………………………… 9

Social Constructivism ……………………………………………… 13

Leadership Role…Connecting all Stakeholders …………………………… 14

Barriers to Social Media Use ……………………………………………… 15

Lack of Teacher Knowledge ………………………….…………… 16

Digital Divide …………………………………………………..…… 17

Filtering Software & Banning …………………………………….. 18

Distractions to Learning ……………………………………………. 20

Recommendations ………………………………………………………………. 21

Consideration for Policy Makers …………………………………………… 22

Teacher Professional Development ………………………………………… 23

Security, Identity, & Agency ………………………………………….…… 24

Conclusions ………………………………………………………………………. 25

Future Research …………………………………………………………………… 27

References ………………………………………………………………………. 29

Page 4: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 4

Introduction

Teachers today are faced with the incredible challenge of preparing students for the 21st

century and global society in which we live. This challenge is magnified by the ever increasing

diversity of learners and changing learning styles of students within a classroom (Bynum, 2011).

Moreover, it is the job of teachers to educate students in creative and innovative ways while try-

ing to meet the needs of all students. Differentiated instruction and assessment has been a driv-

ing force for teachers in assisting teaching and learning of diverse learners, with a plethora of

strategies and practices for differentiation available to teachers. It is now the responsibility of

educators to prepare students to be global citizens with a more recent emphasis on 21st-century

skills in this ‘digital age’. Larkin (2011) believes that school leaders are faced with an important

choice as we continue to move through the 21st century: will they continue to support traditional

teaching practices that have been ingrained in our schools since formal education began? Or will

they embrace new technological tools that foster collaboration, communication and connection

with educators all over the world? Larkin cites Wagner’s proposed skills that students need to be

successful in the future. They include “thinking critically and solving problems, collaborating

and leading by influence, being agile and adaptable, showing initiative and entrepreneurialism,

communicating effectively, accessing and analyzing information, and being curious and imagina-

tive” (p.24). Technology can provide youth new ways to develop problem solving, thinking, and

communication skills (Rosefsky Saavedra, 2012), deemed necessary to prepare them for the

workforce. Therefore, it is this author’s belief that technology can fundamentally contribute to

equipping children with these 21st-century skills.

Technology has become a major part of our lives today, especially for our youth. All we

need to do is look around us to see almost everyone with a hand-held electronic device searching

Page 5: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5

the web, texting, emailing, chatting, social networking, and so on. Students of this generation,

often referred to as the ‘net generation’ or ‘digital natives’(van Wyk, 2013), have grown up with

technology in their hands and using it has become a natural way of interacting and finding in-

formation, in contrast to the ‘digital immigrants’ of the previous generation. It would appear that

the logical progression of education today should follow the advances of the digital age and tap

into the potential benefits of new technologies for teaching and learning. These new technolo-

gies or Web 2.0 tools as they are commonly referred, including twitter, Facebook, blogs and

wikis, are a new wave of technologies that have garnered much attention in our society and the

education system. Larkin (2011) is confident that using Web 2.0 and social media tools for col-

laboration and communication is an important way to improve 21st-century skills for leaders,

teachers and students alike. Web 2.0 is defined as a second generation of the World Wide Web

(WWW) promoting interactive, online applications and systems that users are able to form and

share information, communicate with other users and adjust content to suit the user’s needs

(Köse, 2010, p.2795). Can educators harness the digital expertise that our youth possess and

channel that know-how towards a more engaging learning environment for all, and enhance stu-

dent achievement? This can only be achieved through our school leaders’ supporting teachers in

their endeavor to do their best to prepare students with these skills for jobs that will exist in their

future.

It is the goal of this paper to offer a review of the literature on the impact of Web 2.0

technologies on student learning, so as to allow educators to make decisions around technology

use in their classroom. Hew & Cheung (2013) stress the importance of using evidence based

practice in education in order to make informed pedagogical decisions. The literature review will

provide insight into the claims that incorporation of new information and communication tech-

Page 6: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 6

nologies will lead to more efficient and effective education (López-Pérez, Pérez-López,

Rodríguez-Ariza, & Argente-Linares, 2013), and improve student learning.

Research Question

The purpose of this paper is to explore the benefits and challenges of using Web 2.0

technologies for educational purposes and to examine the implications for teachers and leaders of

schools. Can Web 2.0 technologies, such as Facebook and Twitter, be used effectively for edu-

cational purposes to enhance student learning and achievement? Which of these new technolo-

gies, if any, will allow students to acquire the 21st-century skills required to prepare them for the

global society in which we live? How can social media use impact school organizations as a

whole? This paper will critically examine the evidence and arguments for and against the view

that the use of Web 2.0 technologies or social media in the classroom improves student achieve-

ment. Therefore the research question I wish to investigate within my study is as follows:

“How does educational use of Web 2.0 technology and/or social media impact student

learning and achievement?” This paper will explore how overall student achievement may be

impacted as a result of using new Web 2.0 technologies in the classroom at all levels of educa-

tion, with an emphasis in secondary school.

Rationale

Over the last decade there has been a growing interest in social media and Web 2.0 tech-

nologies, in particular amongst youth. This type of technology has been readily embraced by

students, or ‘digital natives’ as they are commonly referred, within today’s ‘net generation’ (van

Wyk, 2013). Some may venture to say that social media is the most important communication

Page 7: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 7

tool among students today and websites such as Facebook and Twitter are effective ways of

communicating directly with people socially (Al-rahmi & Othman, 2013). The increasing per-

sonal use of social media has sparked interest in schools, with schools and districts questioning

its educational potential. Social media use such as Facebook, Twitter and Instagram is second

nature to students. Thus it is becoming increasingly important for educators to use these tools

and platforms to engage students in relevant ways (McGough & Salomon, 2014) that will en-

hance their learning experience and improve academic achievement. Furthermore, continuous

exposure and use of social media and interactive Web 2.0 applications has led to a change in the

way students learn where they need to be more engaged in the classroom, expecting teachers to

provide a more interactive and dynamic learning environment (Bynum, 2011). Educators need

to be reflective of their teaching practices and consider the traditional lectures, textbooks and de-

livery of information to be ineffective ways in engaging authentic learning.

Social media has drastically changed the way we communicate and find information. We

are able to retrieve information anytime and anywhere, almost instantly. Unfortunately, many

schools have banned social media and personal devices resulting in a disconnect between these

tools that our youth are using outside of the school and academic life. (Lehmann, 2009). Trying

to separate our youth from social media is next to impossible, so educators really cannot ignore

this connection. Even with the increasing popularity of social media, the bans on technology use

by many schools and districts inhibit a teacher’s ability to use it to connect informal and formal

learning. Moreover, Lehmann maintains that teachers are also missing out on teaching students

how to use these tools intellectually, ethically and appropriately. Lehmann also asserts that “the

world of textbooks, lectures, and worksheets cannot hold a candle to Facebook, text messaging

and YouTube” (p.19). This would promote the idea that it is incumbent upon teachers to adjust

Page 8: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 8

their educational pedagogies by tapping into these new technologies that our youth are familiar

with to support engagement and learning.

Schools have been promoting the idea of 21st-century skills and tools for some time, but

with little change in the way students learn. While much effort has been put into placing tech-

nologies like smart boards, tablets and computers into the hands of our teachers and students, it

has not been used effectively to make adequate changes in teaching and learning. The potential

of social media and Web 2.0 technologies to impact this change in student learning is worth ex-

ploring. This warrants the need to investigate the impact Web 2.0 technology use has on student

achievement and if the impact is positive, how can teachers be supported in the successful inte-

gration of technology to enhance teaching and learning. Given the challenges presented in the

literature in the effective use of Web 2.0 and social media, action is required to overcome the

barriers and lift the bans many schools have in place.

Teachers will answer the question ‘what does good learning look like in the 21st centu-

ry?’, in many different ways: students engaged and immersed in the learning experience, collab-

orating and discussing ideas with other students, problem solving, project-based, authentic learn-

ing, connecting with others with similar interests, and gaining higher order thinking skills while

looking for solutions (Klopfer, Osterweil, Groff, Haas, 2009). These are the types of skills edu-

cators aspire to instil in students today to prepare them for tomorrow. Many scholars and educa-

tors believe that this type of learning environment can be created through the use of new tech-

nologies which our youth are currently using.

The web has experienced a paradigm shift in its function and utilization. Many new Web

2.0 technologies have evolved from mere information retrieval to a more interactive, collabora-

tive and facilitative interface (Nugultham, 2012), with the actual creation of information. Rosen

Page 9: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 9

& Nelson (2008) see these new technologies as allowing “students to participate in the conversa-

tions of creating knowledge rather than being passive recipients of teacher broadcast (p.216).

Weiser-Friedman & Friedman (2013) believe this phenomenon is now colliding with the modern

learning pedagogies where “communication, student engagement and active learning are of criti-

cal importance” (p.1). Some propose that the generation we are teaching today is completely

comfortable with the digital technologies because they are growing up under the ‘digital wave’

(Klopfer et al., 2009). Proponents of social media feel that it has components that promote col-

laboration, creativity, convergence, community and communication (Weiser-Friedman & Fried-

man, 2013), all of which support the 21st-century skills youth need to be successful. Leaders of

schools can also tap into the collaborative and communicative power of social media to advocate

for student learning and achievement. They play an important role in supporting and guiding

teachers in implementing new technologies effectively within the learning agenda. Leaders and

teachers alike would benefit from the knowledge of technology use to enhance student learning

while leaders can utilize the collaborative power of social media to connect all stakeholders in

the vision of student success.

Findings

Supporting Student Learning

Fewkes & McCabe (2012) believe that by understanding how students use social media

in their personal lives, teachers can better implement strategies of social media use to support the

learning agenda. They acknowledge the participatory, collaborative and distributive nature of

social media emphasizing the notion that ”knowledge acquisition is enhanced through social

learning experiences, such as group work or collaboration” (p.93). Fewkes and McCabe’s find-

ings support this idea as they explored the effects of secondary school students’ use of Facebook.

Page 10: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 10

It was found that Facebook use improved the interactions between student and teacher, fostered a

sense of community as well as exemplified the benefits of collaboration, participation and com-

munication. A learning environment such as this can promote and foster improved student en-

gagement and learning.

Dabbagh & Kitsantas (2012) found social media technologies in higher education to sup-

port learning activities through more collaborative inquiry, student engagement and emphasis on

the importance of self-regulation and self-reflection. The research also indicated that social me-

dia enables the creation of personal learning environments “that empower students with a sense

of personal agency in the learning process” (p.5). Other scholars endorse the benefits of the pro-

posed radical new ways of learning and education associated with the personal learning envi-

ronment that is shaped by the learners preferences and needs (Friesen & Lowe, 2012), allowing

teachers to create a classroom that supports individualized learning and different learning identi-

ties by connecting learners to an extensive network of resources (Light & Polin, 2010; Vasbø,

Silseth & Erstad, 2014). For example, Manfra & Lee (2011) found the use of educational blog-

ging in a high school history class activated the unique learning styles of low achieving students

by allowing them to work at their own pace and making the content more accessible, thereby

promoting individualized student learning and success. This author believes that providing indi-

vidualized learning environments through new technologies can address students’ different learn-

ing styles and abilities, thereby improving student engagement and learning.

If students are equipped with the necessary digital literacy competences “they will have

the lifelong ability to locate, evaluate, use and create information” (Loueiro, Messias & Barbas,

2012, p.535). In this digital society, access to information and knowledge is much easier and

instantaneous. Along with the changing nature of learning, students are no longer passive recipi-

Page 11: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 11

ents of information but active participants in their own learning (Loueiro et al., 2012; Casey &

Evans, 2011). In addition, Web 2.0 learning technologies such as Social Networking Sites (SNS)

provide opportunities for users to co-create and be used as a cost-effective way to deliver infor-

mation and enhance the learning process (Guha, 2009, p.97). For instance, studies of the learn-

ing environment in higher education have shown the benefits of using Twitter as an educational

tool in improving student grades and engagement (Junco, Elavsky, Heiberger, 2013; Morgan,

2014). Morgan (2014) extends this claim to say the use of Twitter improved writing, digital liter-

acy, information gathering, and communication (p.75). Additionally, Margerison (2013) found

online discussion forums that contribute to critical thinking and development of meta-cognitive

skills, as well as support individualized learning needs such as building confidence in shyer stu-

dents in the class, thereby gaining a deeper understanding of concepts taught and improving stu-

dent performance.

According to Malhiwsky (2010), “participation in new Web 2.0 enhanced courses was

shown to significantly enhance student knowledge, understanding and communicative abilities in

language” (p.89). Similar results were found in various studies on Web 2.0 technology in K-12

settings, where student achievement improved with the use of online pedagogy and Web 2.0

technologies (Greenhow, Robelia, & Hughes, 2009; Köse, 2010; McGee & Diaz, 2007; Reimer

& Moyer, 2005; Selwyn, 2008). A study by Al-Rahmi & Othman (2013) explored the relation-

ship between student academic performances with the use of social media in a university setting.

They found that the interaction with peers, teachers and engagement to be determining factors in

improved student academic performance using social media, with the caution that controlling

and managing time was crucial to student success.

Page 12: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 12

The learning agenda prompts educators to take on the responsibility to effectively educate

students. Based on much of the perspectives discussed here, social media has the potential to cul-

tivate student interests, motivate learning as well as align with the social constructivist theory of

learning which should increase student engagement and achievement. The internet and social

media has prompted change in teaching and learning. Our goal as educators is to provide stu-

dents with skills and tools for lifelong learning, which for the 21st century include critical think-

ing, problem solving, communicating, collaborating, and making ethical judgments, all of which

is believed to be enhanced with social media (Weiser-Friedman & Friedman, 2013). In addition,

Light & Polin (2010) see online pedagogies as supporting deeper engagement and learning of

content through ongoing conversation among students and teachers. However Sheninger (2012)

cautions that teachers need sound pedagogical techniques and fundamentals for effective social

media use in the classroom.

Scholars report that social media can enhance and support student learning in a number of

ways. Social media bridges the gap between formal and informal learning and better prepares

students for real world experiences; helps construct students’ own learning environments to help

them achieve academically and obtain the necessary 21st century skills, as they can connect with

experts, peers and information outside the classroom walls; provides immediate feedback; allows

exchanging of information and receiving assessments during classroom instruction; documents

work through images taken in and outside of school; allows the receiving and submitting of as-

signments digitally; and assists students in learning how to use social networking as a tool for

lifelong learning. (CoSN, 2012a, p. 4). It is apparent throughout the research that social media

allows students to make connections with the real world (authentic learning) through more en-

gaging avenues. What’s more, the collaborative nature of social media promotes a deeper under-

Page 13: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 13

standing and shared knowledge that in effect has shown to improve student learning and

achievement.

Social constructivism. Most educators would agree that learning is a social activity

where learners construct their understanding through collaboration with peers and interaction

with the material which “plays out in pedagogical terms as social constructivism” (Klopfer et al.,

2009, p. 13). There are compelling arguments highlighting the alignment of social media features

with social constructivist theory of learning (Kelm, 2011). Some researchers comment on the

affordances of social media use for pedagogical purposes. In particular, Tess (2013) cites Vygot-

sky’s concept of social constructivism as applying to teaching with social media. Kelm (2011)

states that “for social constructivists, knowledge is something that is constructed within a social

context” (p.507). The use of social media lends itself to being conversational in nature with dia-

logue and sharing of ideas and activities, as well as promoting inquiry based approaches and col-

laboration. Tess (2013) argues that social media helps with learning because they “promote ac-

tive participation, learner self-direction, and personal meaning construction” (p.A62). Moreover,

Tess makes reference to Hung & Yuen’s idea that learning is set in a participatory, social context

giving a sense of community that is beneficial to online learning. Educational applications of

social networking tools like blogs appear to be an appropriate forum for this social constructivist

theory in that knowledge is generated through social interaction and thus cognitive advances are

stimulated among participants (van Wyk, 2013). van Wyk further supports this theory by report-

ing that when students are given the opportunity to exchange ideas, learning takes on a more

meaningful and authentic feel within the social learning environment. Kelm’s (2011) observa-

tions support the idea of how the use of innovative technologies such as social media closely ties

into the social constructivist theory. These claims of the benefits of social media and Web 2.0

Page 14: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 14

technologies have led researchers to believe that there will be a major shift coming in education

to accommodate new pedagogies involving technology integration. Some oppose this view in

the belief that introducing Web 2.0 practices in an educational setting will lead to challenges in

teaching practices (Dohn, 2009; Bennett, Bishop, Dalgarno, Waycott, & Kennedy, 2011). It is

their opinion that the collaborative and group participatory nature of Web 2.0 tools are at odds

with the academic premise of individual accreditation in higher education settings. As such,

these tensions should not be ignored when integrating Web 2.0 technologies into formal educa-

tion. If these conflicts are not considered when using new technologies in the classroom, this au-

thor feels there would be a disconnect between how educators teach and how they assess. As-

sessing and evaluating students on an individual basis do not entirely fit with the collaborative

nature of social media and if not considered in teaching and learning it could have negative ef-

fects on student achievement.

Leadership Role…Connecting all Stakeholders

Ferriter, Ramsden, & Sheninger (2011) promote the idea that effective leadership within

a school “begins and ends with effective communication” (p.5). Social media offers free tools in

assisting with effective two way communication, while sending real time information to stake-

holders. It helps promote community involvement in the school as well as improve public rela-

tions, builds mutually beneficial partnerships, shares student and teacher accomplishments and

provides a level of transparency (Ferriter et al., 2011) to help promote trust in a school and en-

lists broad community support (Gordon, 2012). In addition, social media provides school leaders

an opportunity to connect directly with others rather than rely on traditional media to relay rele-

vant information. Gonzales, Vodicka, & White (2011) believe that “social media provides oppor-

tunity to increase connectedness and build relationships that enhance social capital and strength-

Page 15: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 15

en communities” (p.38). Wang (2013) agrees with the potential use of social media as a viable

means of schools communicating with stakeholders with the caution of how social media is uti-

lized. Wang contends that social media creates a new way of gaining social capital through

online networks and makes resources readily available within these networks.

Social media spaces can provide administrators with the ability to provide cost-effective

and conveniently delivered professional development opportunities to teachers, allowing for pro-

fessional growth/development to occur anytime and anywhere (Ferriter et al., 2011). Social me-

dia allows individuals to make valuable connections with other practitioners and to build profes-

sional relationships with other educators and companies (p.16). Social media such as Twitter

and Facebook for example, allow educators an opportunity to build personal learning networks

with peers, acquire knowledge, foster reflective practices, and enhance mentoring experiences.

Social media also enables educators to differentiate their professional development by focusing

on areas of interest and digitally attend conferences that are relevant to their professional needs

(Ferriter et al., p.34). Therefore, social media provides more opportunity through open collabora-

tion which is important among educators to discover new ideas/information/best practices to help

improve their own teaching practices/strategies.

Barriers to Social Media Use

In a teacher survey conducted by Simkins and Schultz (2010), the stumbling blocks to

social media introduction in schools included, lack of teacher interest, filtering software, and

formal school/district policies banning use. Some believe the major challenge to using these Web

2.0 technologies is using them in such a way to enhance learning, not just using them because

they are available (Fewkes & McCabe, 2012). Among the challenges, digital divide appears to

Page 16: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 16

be another important barrier to incorporating Web 2.0/ social media tools in the classroom (Li &

Ranieri, 2010).

Lack of teacher knowledge. Changing instructional practices is not easy for many

teachers; especially when technology is involved, and as such integrating technology based in-

structional strategies has its challenges (Klopfer et al., 2009). Educators may not be knowledge-

able and reflective users of social media technology and, as a result, teachers may show little en-

thusiasm in using these technologies to assist their teaching (Yu, Yuen & Park, 2012). This

could cause the technology to be ineffectively implemented or it could cause educators to be

fearful of the perceived dangers that are often shown in popular media (Hengstler, 2012). These

perceived issues of safety and the complexity of the technology may leave teachers feeling help-

less when faced with dealing with student work on the World Wide Web (Barrett, 2013). Fur-

thermore, the lack of knowledge or familiarity with the sites most young people are using could

lead to teacher resistance. Additionally, there are relatively few models of good practice for

teachers to draw upon (Merchant, 2012). Scholars found that even those teachers who are using

social networking sites feel they need guidance, training, and professional development

(Hengstler, 2012; Tess, 2013). Adding to this, schools may have limited access to software,

hardware, funding, time, and support resulting in teacher apprehension.

Bourgeois and Hunt (2011) indicate teacher needs are often not addressed properly be-

cause new ideas and initiatives that are followed by a one-time professional development may

not sustain teacher interest. With passing time, excitement may wane or teachers may not re-

member what to do and the initiative fails. Thus, teachers may view new technology as a pass-

ing fad instead of a chance to rethink instruction. In addition, teachers feel extra time is needed

to initially learn and manage new Web 2.0 technologies which can be a deterrent in itself (Yeun,

Page 17: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 17

Yaoyuneyong & Yuen, 2011). These views highlight areas that are lacking when teachers are

expected to implement new practices and strategies to their already overloaded teaching duties.

Teachers need the appropriate training and professional development, time, and support to effec-

tively incorporate new technologies into the learning agenda and keep up with the changing

needs of society.

Digital divide. Much of the literature views this generation as the digital natives and how

education has to make a shift in the teaching and learning paradigm in order to address the way

this generation connects with the world in such a digital way. Li & Ranieri (2010) question these

claims. In their study, they found that, with teenagers from China, there is a significant ‘digital

gap’ among students in their abilities to use various technologies (digital competence). In addi-

tion, some students lacked the necessary skills required to efficiently use online resources and

digital tools (p.1039). These arguments speak to the idea of a digital divide which this author

interprets as an imbalance among access to technology and the ability to efficiently use the tech-

nology. Yu et al., (2012) also support this view and found that students admitted to using Web

2.0 technology for personal use but not for learning purposes. Therefore it is important to under-

stand that students possess varying levels of technological competence and it cannot be assumed

that all students are technology savvy individuals.

Another study on the use of Twitter in a post-secondary classroom found that social me-

dia use in the classroom does not reflect the type of use in a student’s personal life and as such

found little success using this type of tool in the classroom (Lin, Hoffman, & Borengasser,

2013). In order to address this digital divide among students, Lin et al. recommend that educa-

tors provide scaffolding to students and model how to use the new technologies when attempting

to implement such technologies in education. As with teaching any group of students there is

Page 18: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 18

tremendous diversity in their abilities and it is the responsibility of teachers to accommodate all

abilities in the classroom, technology use not excluded.

Filtering software and banning. Beyond teacher interest, a reason for schools/districts

using filtering software or banning social media is safety concerns and the perceived danger of

unfiltered and open access to online interaction (Merchant, 2012). Waters (2011) lists security

threats such as “viruses, worms, Trojans, spyware, dishonest adware, rootkits, and phishing

scams” (p. 54). These security threats can present major problems for using technology in

schools and often there is very limited expertise available to address these problems.

In many cases educators may see the benefits of social media in the classroom but are re-

stricted by district and school policies that have not caught up with the evolution of social media

which may lead to security concerns (Klopfer et al., 2009), privacy issues, legal vulnerabilities

(Guha, 2009; Wang, 2013), as well as, moral and ethical risks (Winn, 2012). These

school/district policies are often put in place as an obligation to ensure student internet safety and

designed to limit district’s liability (Ahn, Bivona, & DiScala, 2011). With these concerns it is

found that many districts’ acceptable use policies do not mention social media and ban it entire-

ly.

The literature highlights a number of negative aspects of social media, some of which in-

clude “goofing off among students”, too many uncertainties, student safety, misuse by sexual

predators, and inappropriate contact between students and teachers (Schachter, 2011). For educa-

tors this is especially concerning, given that many students are not aware of what is appropriate

when using social media (Winn, 2012). According to the Consortium for School Networking

(CoSN, 2012a), there are four negative behaviors schools should consider regarding social media

Page 19: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 19

use. These behaviors include sexting, cyberbullying and harassment, inappropriate behavior, and

poor judgment by students in relation to sharing online.

Sexting, sending explicit messages or photographs, primarily between mobile phones,

has a potential concern given the high number of teens that use a mobile device. While a relative-

ly low percentage of teens have sent or received sexually suggestive photos or videos of some-

one else they know (16%), it can have serious consequences nonetheless (CoSN, 2012a). Cyber-

bullying, on the other hand has shown to be one of the fastest growing issues facing school lead-

ers today (Williams & the Education Partnerships Inc., 2012). As social media has become more

prominent in the past decade and more accessible through mobile devices, the opportunities and

tools to engage in cyberbullying become increasingly attainable and literally close at hand with

cell phones (Oravec, 2012). Cyberbullying involves the use of technology to harass, intimidate,

threaten or harm another person and can occur through e-mail, instant messaging, texting, blogs,

postings on websites, or through social media (Williams, 2012, p.1). O’Keefe & Clarke-Pearson

(2011) reported that online harassment can have long lasting effects for the student such as anxi-

ety, depression, severe isolation, and even suicide. Williams (2012) reports that according to a

poll conducted by the National Crime Prevention Council in 2010, 11% of students between the

ages of 10 and 17 engaged in some sort of cyberbullying and while both genders engage in

cyberbullying, girls are more likely to be both perpetrators and victims of cyberbullying. Boys

on the other hand are more likely to engage in traditional forms of bullying (p.1).

Inappropriate behavior, which is compounded by a lack of guidance from the school sys-

tem happens to youth regardless of whether technology is involved. Consequences from such

action will most likely be negative “regardless of the venue in which it occurs” (CoSN, 2012a, p.

5). A common misuse of technology today, plagiarism, can result in a major problem with stu-

Page 20: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 20

dent work. This problem can be attributed to the ease of ‘copy and paste’ from the internet (Alli-

son, Miller, Oliver, Michaelson, & Tiropanis 2012; Rambe, 2012). Moreover, young people may

make unwise decisions about what to share without the proper knowledge on privacy issues. The

activity on social networking sites can be revealing and youth are prone to release too much in-

formation about themselves due to their inexperience and naivety, which could make them vul-

nerable to predators seeking them out for harmful purposes. However, it is important to recog-

nize the risks and help guide students to make better choices and provide strategies to students

and parents to help minimize the risk (CoSN, 2012a), and become good digital citizens (Winn,

2012).

Distractions to learning. Fewkes & McCabe (2012) discuss the challenges of how tech-

nology is used and the distinction between entertainment and actual intellectual engagement.

Social media may be seen as more of a distraction to learning than an effective tool to enhance

student learning. Concerns are expressed about the internet and social media lending itself to

students “goofing off” from the assigned learning activity (Schachter, 2011), causing a decrease

in motivation and less attention devoted to the task at hand (Shell & Brooks, 2007). Students’

fixation on social media appears to be a more powerful distraction than most (Abe & Jordan,

2013) with some students surveyed by Crook & Harrison (2008) reporting information overload.

This view perceives social media as a distraction for the learner from their studies and as detri-

mental to the learning process, when teachers report that students spend too much time ‘face-

booking' and are unable to control their use (Andersson et al., 2014). The study by Anderson et

al. of a 1:1 Swedish school found that 73% of teachers felt that social media affected teaching

and learning to some degree in a negative way and it was a distraction at home when trying to do

homework. Furthermore, it was reported that teachers felt they were competing with social me-

Page 21: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 21

dia for students’ attention and time, and lacked the strategies to deal with the problem. Rambe

(2012) also found concerns with the distraction social media caused weaker students that lacked

self-motivation to learn, and could not afford such distractions. Interestingly enough, Andersson

et al.’s study revealed that social media actually made students less social. Some of the recom-

mendations brought forward by Andersson et al. to address these problems included making so-

cial media a part of the learning process, banning its use altogether, and tightening up the learn-

ing sessions to lessen distractions (p.49). Because teachers are unable to constantly monitor stu-

dents while using this technology there has to be some level of trust, but this can lead to students

being off task without an effective monitoring system in place (Casey & Evans, 2011). These

distractions discussed here are very important considerations when implementing social media in

the classroom. The challenge continues to be educating students on the appropriate use of social

media with strict guidelines and policies around the same.

Recommendations

Simkens and Schultz (2010) offer a number of suggestions for overcoming the obstacles

in using social media in schools. These include such things as having a support system for

teachers who are trying new technologies, keeping parents informed, providing closed solutions

for protection and control, involving students in implementation process, and forming a profes-

sional learning community just for Web 2.0 tool use (p.38). In addition to continuously updating

their digital technologies, schools can also benefit from establishing guidelines and policies on

acceptable use to providing a safe and secure learning environment.

Ferriter et al. (2011) believe social media can be effectively implemented in schools. The

authors suggest that schools and educators can start by using social media for enhancing school

Page 22: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 22

communication plans and professional development. These first steps will not encroach on the

district policies around safety, privacy and connection with students outside the school day. This

approach can allow educators time to become familiar and comfortable with these new social

media tools before using them in the classroom. Another critical step in successfully using social

media in the classroom is finding out what students know about social media. Knowing students’

technological skills and interests can serve to adequately address the digital divide (van Wyk,

2013). Only with this knowledge are educators able to move forward with effective social media

use.

Ferriter et al. (2011) provide guidelines/practices for safe and productive participation in

social media which include keeping supervisors informed of what you are doing online, demon-

strating how social media is beneficial, respecting district policies and programs in all online

communications, remembering that online communications are instantly permanent, reproducible

and public, and maintaining professional relationships with parents and students at all times. Fer-

riter et al. also stress the importance for educators to make key decisions and practices worth fol-

lowing, more specifically “developing a plan for participation in social media, crafting an exit

strategy and creating district wide social media policies and guidelines” (p. 62). All stakeholders

play a role in the development and implementation of safe, appropriate and beneficial policies

around social media use in schools. Teachers especially are key players in providing a technolo-

gy enhanced learning environment that is safe, ethical and engaging.

Consideration for Policy Makers

It is important for policy makers to establish a set of clear guidelines for acceptable use of

effectively addressing the progression of social media use in classrooms, including the ad-

Page 23: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 23

vantages and problems inherent to social media sites (Schachter, 2011). District policies should

support new and innovative practices such as educational use of social media and enable these

practices to be effectively developed (CoSN, 2012b). Nagel (2012) provides suggestions

brought forth by a number of education associations for policy makers as they consider the im-

plications of social media use in schools: (a) banning is not the answer — rather a more balanced

approach to access is called for; (b) rethinking and revising the function of AUP (Acceptable Use

Policy) — schools need to consider dropping the bans and concentrate guidelines on more than

just website access issues; (c) educating students — using this opportunity to teach digital citi-

zenship, digital literacy, and responsible use of online tools while being safe online; and (d) em-

phasizing professional development — with a focus on legal, ethical and practical issues— edu-

cators need to be trained on how to engage students with digital technologies in and out of the

classroom (p. 2-3).

Teacher Professional Development

The professional development of teachers is of particular importance if schools are to

successfully educate students with respect to social media use. Providing appropriate and effec-

tive professional development to teachers on the use of digital technology and providing re-

sources to help teach students the appropriate use of digital technologies are integral first steps to

addressing the challenges of social media use in schools (Hengstler, 2012; CoSN, 2012b). Much

research supports the idea that effective professional development around technological compe-

tence can help provide pedagogical guidance for pupils and parents (Bourgeois & Hunt, 2011).

However, as with any type of professional learning, it cannot be a single learning day with no

follow up, consultation or collaboration. There needs to be time for sound instructional practice,

Page 24: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 24

reflection and collaboration with other colleagues (Bourgeois & Hunt). Hengstler (2012) pro-

poses a change in the way professional development is delivered to develop sustained opportuni-

ties for groups of teachers to come together as learners. Hengstler’s case study supported this

idea and found that teacher professional learning focused on developing social media practices

and policies “had a positive impact on teachers’ attitudes, beliefs, and behaviors” (p.30). The

training was deemed effective to improve “teachers’ confidence in developing social media poli-

cy, changing classroom practice and their own professional social media practices” (p.30). It

would also be beneficial to provide pre-service teachers with training on how to integrate Web

2.0 technologies that support student learning (Sadaf, Newby, & Ertmer, 2012).

Students as well as teachers need to be trained in the proper use of Web 2.0 technologies.

Training can occur through support, guidance, and pedagogical interventions to allow the best

possible use of social media to support the learning goals (Dabbagh & Kitsantas, 2012). Strate-

gies must also be in place to protect students form online abuse (Morgan, 2014). Given the con-

cerns around social media, there is no question that students must be properly educated in the

appropriate use of social media within an educational context.

Security, Identity & Agency

When educators start including social media as an educational resource, it opens up many

security challenges that school districts face on a daily basis. Social media such as Facebook and

Twitter have become important tools for getting the message out, but with this comes security

risks that really need to be addressed by the service providers (Waters, 2011). Andersen & Arcus

(2013) offer recommendations around identity, security and agency. Educators can provide as-

sistance to students on becoming media literate by understanding the role they play in this digital

Page 25: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 25

environment and controlling how much information should be disclosed. Digital literacy can

ease security issues regarding the wrong people accessing clues to identities from information

placed on the internet. Therefore, students need to be able to responsibly handle the power that

comes with social media. It is incumbent upon educators to provide rules and guidelines to pre-

serve the learning potential social media afford (p.10).

There are programs that offer a more secure system and that can better filter out inappro-

priate content. New software, such as LinkExtend is able to scan the webpage for inappropriate

content and block these sections while allowing the webpage to come through and it offers Kid-

Safe alerts about sites that are deemed unsafe for children (Waters, 2011). In addition, social

media sites such as Ning, Think.com, Diigo, (Klopfer et al., 2009), and Edmodo are made avail-

able to schools that are more student friendly and pose less of a security concern for classroom

use. Many sites beyond what is mentioned in this paper are designed specifically for education

with consideration to security and privacy issues. It is important to note however, that even with

these school-friendly Web 2.0 technologies, education on appropriate and safe use is still needed.

Conclusions

Social media is widely used by a majority of students outside of school for informal

learning. As technology such as Web 2.0 tools and social media continue to be ingrained in our

lives, it will become more crucial that students today acquire the skills to be able to use these

technologies in their future (Bynum, 2011). In terms of formal learning, the challenges faced in

the use of social media, such as safety, inappropriate use and lack of teacher interest/expertise

continue to be stumbling blocks. These challenges are reflected in many district and school poli-

cies that ban the use of social media. Ahn et al.(2011) believe there to be a disconnect between

Page 26: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 26

student informal and formal learning and in order to use social media in educational settings

there needs to be a “complex blend of factors” which include policies, available resources,

teacher motivations, curriculum and students (p.8).

Mixed results have been found in the research on social media use in schools and student

achievement. This research, however, has shown a number of benefits to using social media for

all members of a school community, with the biggest benefit being an avenue to enhancing stu-

dent engagement and in turn student learning. Even though students may be comfortable using

social media, it is incumbent on educators to provide the necessary guidance and training to stu-

dents on how to critique its effects on society and how to protect themselves against the risks

(CoSN, 2012a). Bosco (2014) contends that social media dominates the way we communicate,

interact and collaborate in the 21st century and has shown its benefits in the education system.

Many studies explored in this paper support the educational benefits of using social media and

Web 2.0 tools in the classroom, showing improved student achievement as a result of its use.

Therefore, educators should not shut out social media as it would be restricting students’ connec-

tion to the real world and put them at a disadvantage when competing for jobs in the future

(Bynum, 2011). Therefore, Bosco (2014) contends that educators should strive to create a new

organizational culture where the responsible and effective use of social media changes the way

we teach and learn (p.1). However, we cannot ignore the many challenges of using social media

in education and the negative impact social media has shown to have on student learning in some

instances. Bosco believes that the negative impacts cannot be addressed simply by changing a

policy or adding digital media to what already exists. To overcome some of these barriers, reflec-

tive, well-constructed policies are needed as a first step to mediating effective use towards com-

munication and professional development for educators. Only then can there be a well-planned

Page 27: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 27

introduction to the classroom with a focus on enhanced student learning and developing critical

thinking skills. Giving students an opportunity to use social media in a supervised environment,

such as a school, provides them with the guidance they need to develop attitudes and skills to

keep them safe outside of school (CoSN, 2012a, p. 2).

The reality is we live in the internet age and youth are spending large amounts of time

‘connected’ with social media. Social media has changed the way people interact, learn, and

function in their daily lives. As a result, students today need more interactive types of media to

stimulate them in the learning environment (Bynum, 2011), that is more exciting, energetic and

enjoyable. This approach implies a necessary change in the teaching and learning core to make it

more relevant to the world our students are using (Weiser-Friedman & Friedman, 2013; Fewkes

& McCabe, 2012). A change such as this within our education system may be necessary but

comes with many challenges and complexities to say the least. Integrating technology into the

classroom is but one way to engage and enhance student learning. Due to the evolving nature of

technology, problems lie with implementing it to its fullest potential within the classroom to help

educate students. Continued work is needed by all stakeholders to effectively change and imple-

ment pedagogies to equip students with the skills needed to be successful in the 21st century.

Future Research

Many questions remain on the educational benefits of social media which will require

further exploration. There seems to be limited evidence to support a causal effect of Web 2.0

technologies on student achievement and positive effects seen may not be attributed to the tech-

nologies themselves but rather how they are used to support teaching and learning (Hew &

Cheung, 2013; Light & Polin, 2010). Hew & Cheung (2013) contend that Web 2.0 technologies

Page 28: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 28

(of which social media is a part), “like any other tool, is not a silver bullet and will not inde-

pendently or autonomously improve students’ learning performance” (p.58). For these reasons,

more exploration into how best to implement social media and Web 2.0 tools in an educational

setting is imperative. Adequate research has identified the benefits of using social media and

Web 2.0 technologies; however, further studies are now needed on how to use what is known on

these new technologies for practical use in the education system. Furthermore, findings in the

literature were based on studies that were mainly limited to higher education. Similar design

studies based in the K-12 schools may be an area for future research with an emphasis on quanti-

tatively measuring student achievement as a result of social media use.

Page 29: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 29

References

Abe, P., & Jordan, N. A. (2013). Integrating social media into the classroom curriculum. About

Campus, 18(1), 16-20. doi:10.1002/abc.21107

Allison, C., Miller, A., Oliver, I., Michaelson, R., & Tiropanis, T. (2012). The Web in education.

Computer Networks, 56(18), 3811-3824. doi:10.1016/j.comnet.2012.09.017

Al-rahmi, W., & Othman, M. (2013). The impact of social media use on academic performance

among university students: A pilot study. In Journal of Information Systems Research and

Innovation http://seminar. utmspace. edu. my/jisri.

Ahn, J., Bivona, L.K., & DiScala, J. (2011). Social Media Access in K-12 Schools: Intractable

Policy Controversies in an Evolving World. Retrieved from

http://www.asis.org/asist2011/proceedings/submissions/44_FINAL_SUBMISSION.pdf\

Andersson, A., Hatakka, M., Grönlund, Å., & Wiklund, M. (2014). Reclaiming the students–

coping with social media in 1: 1 schools. Learning, Media and Technology, 39(1), 37-52.

doi:10.1080/17439884.2012.756518

Andersen, N., & Arcus, C. (2013). Why social-media literacy? Education Forum, 39, 9-10. Re-

trieved from http://www.osstf.on.ca/educationforum

Barrett, T. (2013). A resource special: Online learning - Education needs to plug into Web 2.0:

resources. The Times Educational Supplement, (5027), 38. Retrieved from

http://www.tes.co.uk

Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing web 2.0

technologies in higher education: A collective case study. Computers & Education, 59(2),

524-534. doi:10.1016/j.compedu.2011.12.022

Bosco, J. (2014). Should Your School Use Social Media? Second Thoughts. Retrieved from

http://www.cosn.org/blog/should-your-school-use-social-media-second-thoughts

Bourgeois, M., & Hunt, B. (2011). Teaching 2.0: Teams keep teachers and students plugged into

technology. Journal of Staff Development, 32(5), 34- 37. Retrieved from

www.learningforward.org

Bynum, S. L. (2011). Utilizing social media to increase student engagement: A study of kern

county public schools. Online Submission, Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,uid&db=eric&AN=E

D526312&site=ehost-live&scope=site

Page 30: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 30

Casey, G., & Evans, T. (2011). Designing for learning: Online social networks as a classroom

environment. International Review of Research in Open & Distance Learning, 12(7), 1-26.

Retrieved from http://www.irrodl.org

Consortium for School Networking. (2012a). Making progress: Rethinking state and school dis-

trict policies concerning mobile technologies and social media. Retrieved from

http://www.cosn.org/sites/default/files/pdf/MakingProgress_Web%20-Final.pdf

Consortium for School Networking. (2012b). Seven Keys to unlocking school transformation

with digital media. Retrieved from

http://www.cosn.org/sites/default/files/pdf/7%20Keys%20to%20Unlocking%20School%20

Transformation%20June13_FNL_HiRes.pdf

Crook, C., & Harrison, C. (2008). Web 2.0 technologies for learning at key stages 3 and 4: sum-

mary report. Retrieved July 4, 2014, from

http://dera.ioe.ac.uk/1480/1/becta_2008_web2_summary.pdf

Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-

regulated learning: A natural formula for connecting formal and informal learning. Internet

and Higher Education, 15(1), 3-8. doi:10.1016/j.iheduc.2011.06.002

Dohn, N. B. (2009). Web 2.0: Inherent tensions and evident challenges for education. Interna-

tional Journal of Computer-Supported Collaborative Learning, 4(3), 343-363.

doi:10.1007/s11412-009-9066-8

Ferriter, W. M., Ramsden, J. T., & Sheninger, E. C. (2011). Communicating and connecting

with social media. Bloomington, IN: Solution Tree.

Fewkes, A. M., & McCabe, M. (2012). Facebook: Learning Tool or Distraction? Journal of

Digital Learning in Teacher Education, 28(3), 92-98. Retrieved from

http://www.iste.org/resources/product?ID=26

Friesen, N., & Lowe, S. (2011). The questionable promise of social media for education: Con-

nective learning and the commercial imperative. Journal of Computer Assisted Learning, 28,

183-194. doi:10.1111/j.1365-2729.2011.00426.x

Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digi-

tal age Web 2.0 and classroom research: What path should we take now? Educational

Researcher, 38(4), 246-259. doi:10.3102/0013189X09336671

Gonzales, L., Vodicka, D., & White, J. (2011). Leadership 2.0: Social Media in Advocacy.

Leadership, 41(1), 18-20. Retrieved from http://www.acsa.org

Gordon, D. (2012). Districts Create Community Connections with Social Media. Education Di-

gest: Essential Readings Condensed for Quick Review, 78(3), 59-62. Retrieved from

www.eddigest.com

Page 31: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 31

Guha, I. (2009). Engaging students in learning through social networking: users’ perspectives.

Investigations in University Teaching and Learning, 5(2), 95-102. Retrieved from

https://metranet.londonmet.ac.uk/celt/scholarship--research/investigations-research-

journal/investigations2_home.cfm

Hengstler, J. (2012). Impact of digital footprint and social media professional development in

SD10 Arrow Lakes, BC. Retrieved from

https://www.mala.ca/education/faculty_research/hengstler/hengstlerj_sd10_report_final_201

2.pdf

Hew, K. F., & Cheung, W. S. (2013). Use of Web 2.0 technologies in K-12 and higher educa-

tion: The search for evidence-based practice. Educational Research Review, 9, 47-64. Re-

trieved from www.elsevier.com/locate/EDUREV

Junco, R., Elavsky, C. M., & Heiberger, G. (2013). Putting twitter to the test: Assessing out-

comes for student collaboration, engagement and success. British Journal of Educational

Technology, 44(2), 273-287. doi:10.1111/j.1467-8535.2012.01284.x

Kelm, O. R. (2011). Social media: It’s what students do. Business Communication Quarterly,

74(4), 505-520. doi:10.1177/1080569911423960

Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009). Using the technology of today, in

the classroom today: The instructional power of digital games, social networking,

simulations and how teachers can leverage them. The Education Arcade. Retrieved

from http://education.mit.edu/

Köse, U. (2010). A blended learning model supported with Web 2.0 technologies. Procedia-

Social and Behavioral Sciences, 2(2), 2794-2802. doi:10.1016/j.sbspro.2010.03.417

Larkin, P. (2011). Getting connected. Principal Leadership, 12(1), 22-25. Retrieved from

http://www.nassp.org/Knowledge-Center/Publications/Principal-Leadership

Lehmann, C. (2009). Shifting ground. Principal Leadership, 10(4), 18-21. Retrieved from

http://www.nassp.org/Knowledge-Center/Publications/Principal-Leadership

Li, Y., & Ranieri, M. (2010). Are ‘digital natives’ really digitally competent?—A study on

Chinese teenagers. British Journal of Educational Technology, 41(6), 1029-1042. doi:

10.1111/j.1467-8535.2009.01053.x

Light, D., & Polin, D. K. (2010). Integrating Web 2.0 tools into the classroom: Changing the

culture of learning. Center for Children and Technology, Education Development Center,

Inc. Retrieved from http://files.eric.ed.gov/fulltext/ED543171.pdf

Page 32: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 32

Lin, M. F. G., Hoffman, E. S., & Borengasser, C. (2013). Is social media too social for class? A

case study of Twitter use. TechTrends, 57(2), 39-45. Retrieved from http://link.springer.com

López-Pérez, M. V., Pérez-López, M. C., Rodríguez-Ariza, L., & Argente-Linares, E. (2013).

The influence of the use of technology on student outcomes in a blended learning context.

Educational Technology Research and Development, 61(4), 625-638. doi 10.1007/s11423-

013-9303-8

Loureiro, A., Messias, I., & Barbas, M. (2012, 12). Embracing web 2.0 & 3.0 tools to

support lifelong learning - Let learners connect. Procedia - Social and Behavioral

Sciences, 46, 532-537. doi:10.1016/j.sbspro.2012.05.155

Malhiwsky, D. R. (2010). Student achievement using Web 2.0 technologies: A mixed

methods study. Open Access Theses and Dissertations from the College of Education

and Human Sciences. Retrieved from http://digitalcommons.unl.edu/cehsdiss/58

Manfra, M. M., & Lee, J. K. (2011). Leveraging the affordances of educational blogs to teach

low-achieving students united states history. Social Studies Research & Practice, 6(2), 95-

106. Retrieved from http://www.socstrp.org

Margerison, J. (2013). Online discussion forums in the classroom: Can the principles of social

media benefit literacy and enhance engagement with learning? Literacy Learning: The Mid-

dle Years, 21(2), 19-28. Retrieved from http://www.alea.edu.au/resources/literacy-learning-

the-middle-years-ll

McGee, P., & Diaz, V. (2007). Wikis and podcasts and blogs! Oh, my! What is a faculty member

supposed to do? Educause Review, 42(5), 28-40. Retrieved from

http://www.educause.edu/ero

McGough, B. L., & Salomon, D. (2014). Engaging students through social media. Proceedings

of the Charleston Library Conference. Retrieved from

http://dx.doi.org/10.5703/1288284315273

Merchant, G. (2012). Unravelling the social network: theory and research. Learning, Media and

Technology, 37(1), 4-19. doi:10.1080/17439884.2011.567992

Morgan, H. (2014). Focus on technology: Enhancing instruction and communication with Twit-

ter. Childhood Education, 90(1), 75-76.

Nagel, D. (2012). ‘Banning is not the answer’ to mobile and social tools in schools. Technolog-

ical Horizons in Education, 39. Retrieved from

http://thejournal.com/articles/2012/04/11/banning-is-not-the-answer-to-mobile-and-social-

tools-in-schools.aspx

Page 33: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 33

Nugultham, K. (2012). Using web 2.0 for innovation and information technology in education

course. Procedia-Social and Behavioral Sciences, 46, 4607-4610.

doi:10.1016/j.sbspro.2012.06.305

O'Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adoles-

cents, and families. Pediatrics, 127(4), 800-804. Retrieved from

http://pediatrics.aappublications.org

Oravec, J. A. (2012). Bullying and mobbing in academe: Challenges for distance education and

social media applications. Journal of Academic Administration in Higher Education, 8(1),

49-59. Retrieved from http://jwpress.com/JAAHE/JAAHE.htm

Rambe, P. (2012). Constructive disruptions for effective collaborative learning: Navigating the

affordances of social media for meaningful engagement. Electronic Journal of E-Learning,

10(1), 132-146. Retrieved from http://ejel.org/volum10/issue1

Reimer, K., & Moyer, P. S. (2005). Third-graders learn about fractions using virtual manipula-

tives: A classroom study. Journal of Computers in Mathematics and Science Teaching,

24(1), 5-25. Retrieved from https://www.aace.org/pubs/jcmst/

Rosefsky Saavedra, A., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-

century teaching. Phi Delta Kappan, 94(2), 8-13. Retrieved from

http://intl.kappanmagazine.org

Rosen, D., & Nelson, C. (2008). Web 2.0: A new generation of learners and education. Comput-

ers in the Schools, 25(3-4), 211-225. doi:10.1080/07380560802370997

Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers' beliefs about

using web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937-945.

doi:10.1016/j.compendu.2012.04.001

Schachter, R. (2011). The social media dilemma. District Administration. Retrieved from

http://www.districtadministration.com/article/social-media-dilemma.

Selwyn, N. (2007). Web 2.0 applications as alternative environments for informal learning-A

critical review. In Paper for CERI-KERIS International Expert Meeting on ICT and

Educational Performance (pp. 16-17).

Shell, D. F., & Brooks, D. W. (2007). The Unified Learning Model: Implications for Learning

and Teaching. Submitted to publication.

Sheninger, E. (2012). Social media for school leaders. Retrieved from http://www.nasspblogs.org/2012-05-09_Sheninger_x264.mp4

Page 34: Running Head: WEB 2.0 TECHNOLOGY AND STUDENT ...socialmediaandstudentachievement.weebly.com/uploads/2/6/...Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 5 the web, texting,

Running Head: WEB 2.0 TECHNOLOGIES AND STUDENT ACHIEVEMENT 34

Simkins, M., & Schultz, R. (2010). Using Web 2.0 tools at school. Leadership, 39(3), 14-15. Re-

trieved from http://www.acsa.org Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) – A

literature review. Computers in Human Behavior, 29(5), A60-A68.

doi:10.1016/j.chb.2012.12.032

van Wyk, M. M. (2013). Using blogs as a means of enhancing reflective teaching

practice in open distance learning ecologies. Africa Education Review, 10(1), S47-

S62. doi:10.1080/18146627.2013.855425

Vasbø, K. B., Silseth, K., & Erstad, O. (2014). Being a learner using social media in sSchool:

The case of Space2cre8. Scandinavian Journal of Educational Research, 58(1), 110-126.

doi:10.1080/00313831.2013.773555

Wang, Y. (2013). Social media in schools: A treasure trove or hot potato? Journal of

Cases in Educational Leadership, 16(1), 56-64. doi:10.1177/1555458913478424

Waters, J. (2011). Social networking: Keeping it clean. Technological Horizons in Education,

38(1), 52-54. Retrieved from http://thejournal.com/Home.aspx

Weiser Friedman, L., & Friedman, H. (2013). Using social media technologies to enhance

online learning. Journal of Educators Online, 10(1), 1-22. Retrieved from

http://www.thejeo.com

Williams, R., & Education Partnerships, I. (2012). Cyberbullying; Research into practice.

Education Partnership, Inc. Retrieved from

http://files.eric.ed.gov/fulltext/ED538543.pdf

Winn, M. R. (2012). Promote digital citizenship through sSchool-based social networking.

Learning & Leading with Technology, 39(4), 10-13. Retrieved from www.iste.org

Yu, M., Yuen, A. H., & Park, J. (2012). Using Web 2.0 technologies: Exploring perspectives of

students, teachers and parents. Interactive Technology and Smart Education, 9(4), 204-216.

doi:10.1108/17415651211284002

Yuen, S. C. Y., Yaoyuneyong, G., & Yuen, P. K. (2011). Perceptions, interest, and use: Teachers

and web 2.0 tools in education. International Journal of Technology in Teaching &

Learning, 7(2), 109-123. Retrieved from 7http://www.sicet.org/journals/ijttl/ijttl.html