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Using a Social Networking Site to Improve Student Engagement and Collaboration

Using a Social Networking Site to Improve Student Engagement and Collaboration. Mark W. Whipple Submitted in partial fulfillment of the course requirements for INST 596 April, 2009 Ragen D. Tiliakos, Ed. D. Bridgewater State College. Research Question.

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Using a Social Networking Site to Improve Student Engagement and Collaboration

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  1. Using a Social Networking Site to Improve Student Engagement and Collaboration Mark W. Whipple Submitted in partial fulfillmentof the course requirements for INST 596 April, 2009 Ragen D. Tiliakos, Ed. D. Bridgewater State College

  2. Research Question Can a social networking site be used in a high school classroom to increase student engagement and collaboration? M. Whipple – Social Networking - Spring 2009

  3. Chapter One: Introduction A 2007 study found that 55 percent of teens between the ages of 12 and 17 had created a profile on MySpace or Facebook. (Lenhart, A., et. al. , December 19 2007 p. i) In 2008 the Attorneys General of the U.S. signed an agreement with MySpace which sought to address concerns about online safety. (Angus, M. & Attorneys General of the United States 2008) M. Whipple – Social Networking - Spring 2009

  4. What is a Social Network? An Internet-based community, where members post information and media pertaining to themselves, and have the opportunity to find and interact with other members, particularly those with shared real-life interests or experiences. (Wikipeida, 2008) M. Whipple – Social Networking - Spring 2009

  5. Description of the Program • Sixty-eight ninth grade students participated in a teacher-controlled online social network. • Students assumed the persona of a historical figure and created a profile page for that character. • The students interacted with each other in persona, using affinity groups and “wall” posts. M. Whipple – Social Networking - Spring 2009

  6. Description of the Problem • This research project is challenging due to its scope and the requirement for critical thinking. • Traditional research activities are solitary, not collaborative • A social networking activity may increase student engagement and allow for more collaboration M. Whipple – Social Networking - Spring 2009

  7. Chapter Two: Literature Review • Current Trends Among Teens • Public Perceptions • Reaction and Reality • Summary M. Whipple – Social Networking - Spring 2009

  8. Current Trends Among Teens • Nearly all teens have used some type of social networking technology (96%) (National School Board Association, 2007 ) • Many already have a profile on a social networking site (55%) (Lenhart & Madden, April 2007 ) • Nearly 60% talk about educational topics and more than 50% talk specifically about schoolwork (National School Board Association, 2007 ) M. Whipple – Social Networking - Spring 2009

  9. Public Perception • In 2008, the U.S. Attorneys General signed an agreement with MySpace to address child safety issues (Angus e.al. 2008). • “Social networking sites simply serve as the White Pages for pedophiles”(Baker & Favata, 2007). • More than half of school districts surveyed have specifically prohibited the use of social networking sites in school(NSBA, 2007). M. Whipple – Social Networking - Spring 2009

  10. What are the facts? • Fewer than 3% of students say unwelcome strangers have tried repeatedly to communicate with them online • Only .08% of all students say they’ve actually met someone in person from an online encounter without their parents’ permission (NSBA, 2007). • Only 2% say a stranger they met online tried to meet them in person M. Whipple – Social Networking - Spring 2009

  11. Literature Review Summary • Most teens are regular users of social networks, often regarding schoolwork • State officials and school administrators have many concerns regarding social networks. • Those risks tend to be vastly over-estimated M. Whipple – Social Networking - Spring 2009

  12. Chapter 3: Methodology • Observation of student behavior during the social networking site activity using videotape recording • Post-activity survey of student reactions to the activity • Interview with the students’ teacher regarding her reactions to the activity M. Whipple – Social Networking - Spring 2009

  13. Chapter 4: Results Summary • Students enjoyed the activity • Many spent additional time on the activity (outside of class) • Behavior (engagement) results are difficult to interpret • Social studies teacher felt activity was beneficial, particularly in the near future M. Whipple – Social Networking - Spring 2009

  14. Student Profile Page: Che Guevara

  15. Student Profile Page: Queen Elizabeth I

  16. Student Profile Page: Heinz Guderian M. Whipple – Social Networking - Spring 2009

  17. Student Profile Page: Helen Keller M. Whipple – Social Networking - Spring 2009

  18. Student Survey Summary • Q1. Enjoyed using the social networking site 97.3% agree • Q3. I liked interacting with my classmates online during this project: 81.1% agree M. Whipple – Social Networking - Spring 2009

  19. Student Survey Summary • Q5. During this project I learned a lot from looking at my classmates’ profile pages: 62.2% agree • Q. 7 Nearly 30% spent at least some time on the project outside of class. M. Whipple – Social Networking - Spring 2009

  20. Student Behavior Observation Results • Only 8 students were observed • The videotape did not allow the degree of detail expected • Students who talked frequently did not seem to have their work negatively affected • The behaviors that were expected to indicate engagement did not do so M. Whipple – Social Networking - Spring 2009

  21. Social Studies Teacher Interview • For students to take seriously the task of challenging each other, it needs to happen in a public forum, and it works best if there is some competition involved. • By posting their arguments in the social network, they can receive feedback from their peers earlier in the process. It’s also iterative – they can make changes and get more feedback right away. M. Whipple – Social Networking - Spring 2009

  22. Teacher Interview, cont'd. • “. . . there’s no way I can provide the students with the same degree of choice [in a classroom activity] as a social network. “ • “Instead of having to try to remember facts about a random historical figure, each student chooses to post feedback or challenges on the pages of historical figures they are familiar with.” M. Whipple – Social Networking - Spring 2009

  23. Conclusions • Students enjoyed the activity, and they found some of the collaboration helpful • The time they spent on the project suggests they were more engaged • Students talking to each other during an activity does not necessarily result in reduced productivity. M. Whipple – Social Networking - Spring 2009

  24. Conclusions (cont'd) • The SS teacher was very positive about the benefits of this type of activity, even if those benefits came after the study was over • The use of social networking as a classroom activity warrants additional research. M. Whipple – Social Networking - Spring 2009

  25. Future Research • How to accurately identify/measure behaviors that indicate student engagement, particularly in a project-based classroom. • Longer study: more classes, pre-study control observations • Does student enjoyment of an activity lead to increased performance? • Can an SNS be used to foster/refine critical thinking skills through the prodding and challenging of peers? M. Whipple – Social Networking - Spring 2009

  26. References • Angus, M. & Attorneys General of the United States. Joint Statement On Key Principles of Social Networking Sites Safety. January 14, 2008. Retrieved September 18, 2008, from http://www.oag.state.va.us/KEY_ISSUES/FAMILY_INTERNET/Joint%20Statement%20on%20Key%20Principles%20of%20Social%20Networking%20Sites%20Safety.pdfWeb site of VA Attorney General. • Baker, M. & Favata, C. (2007, December 1). Do Social Networking Applications Have a Place in the Classroom? Learning & Leading with Technology, 34, 4. Retrieved October 10, 2008, from www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_34_2006_2007_/December_January_4_/34408b.pdf. • Lenhart, A., & Madden, M. (2007, April 18). Teens, privacy, & online social networks. Pew Internet and American Life Project Report. Retrieved 26 October from http://www.pewinternet.org/pdfs/PIP_Teens • Lenhart, A., & Madden, M. (2007, December 19). Teens, and Social Media. Pew Internet and American Life Project Report. Retrieved 29 September from http://www.pewinternet.org/pdfs/PIP_Teens_Social_Media_Final.pdf • National School Boards Association. (2007, July). Creating and connecting: Research and guidelines on online social—and educational—networking. Alexandria, VA. Retrieved October 24, 2008 from http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx_Privacy_SNS_Report_Final.pdf • Wikipedia. Social Networking Service. Retrieved October 26, 2008, from http://en.wikipedia.org/wiki/Social_networking_service M. Whipple – Social Networking - Spring 2009

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