Sample Technology Essay on Impact of Social Media on the Classroom

Impact of Social Media on the Classroom

Social media can be defined as Internet-based devices that endorse partnership and information sharing (Junco, Helbergert, and Loken 119). These devices present an opportunity for personal expression as well as connections with other users (Arnold, and Paulus 188). Recent research has shown that using social media as a learning tool can lead to improved learner engagement (Arnold, and Paulus 189). The fast growth of information and communication expertise has ignited the creative integration of social media into modern educational functions and processes. It can be employed in a classroom setting to enhance student engagement and help improve student teaching (Junco et al. 120). Student engagement stands for the time and effort that learners spend in collaborative and learning activities. This is why social media is regularly associated with the attainment of positive student learning results, such as critical thinking and individual student. This paper focuses on the relations between student engagement and learning, followed by the incidence of social media use and how it can impact either positively or negatively on the students and learning activities. Lastly, recommendations for tutors on how to integrate social media in classes are presented.

The application of social media in the classroom has both benefits and disadvantages. At the moment, most researchers concur that knowledge not only exists in individual intellect but also in the communication and connections between persons. Such relations support active involvement, which is a crucial component in student learning (Chen, and Bryer 119). Students need to build up skills to share information and study with others, both through face-to-face scenarios and by the use of social media. Learners create a learning society by jointly working to build knowledge. Social media acts as an instrument to enable the enhancement of these learning societies by ensuring teamwork and communication. In addition, these interactions strengthen the attainment of expected learning outcomes.

Social media upholds shared learning, which consecutively helps to build up the inventive learning process. Collaborative studying is portrayed by student relations with course content. Social media presents an opportunity for learners to enlarge their learning setting since only a part of student learning occurs within the classroom. Instructors should find ways to integrate modern social media into their classrooms because they can employ social media in developing inventiveness in their students by persuading them to survey the content material in innovative ways. For instance, social media presents students with the opportunity to create authenticity via tools like blogs and YouTube (Junco et al. 121). Scholars can also utilize social media to explore course content and therefore expand new knowledge. By allowing the desires of innovative learners to be convened through an accommodating learning background, students are able to balance their individuality with the necessity of connecting with others, allowing new thoughts to flourish (Arnold, and Paulus 189).

When technology is used autonomously, it does not essentially aid in learning. Learners who physically take notes attain higher marks when compared to those who use laptops for their notes (Arnold, and Paulus 190). In addition, prior computer understanding plays a role in a student’s apparent learning via online means of instruction. On the other hand, the Internet can present a strong background for hosting academic activities for students. Learners who mainly undertake online courses also use more time using online tools and social media as additional learning tools when compared to those who undertake classroom lessons (Junco et al. 121). By supplementing classroom work with external resources and sharing ideas between peers, social media forms an environment where improved critical thinking and teamwork are achievable. Therefore, the vigorous engagement and institution of virtual relations via social media present opportunities for improved learning by encouraging learners to utilize the established connections with other resources outside the classroom.

Students who engage themselves in social media as a component of a class feel more linked to their peers than those who do not involve in social media. Social media enables learners to not only group themselves with peers, who are comparable but also improve and connect existing groups (Junco et al. 122). In addition to improving recognized peer groups, social media can bond the diversity that is present in classrooms by creating a neutral zone in which learners can relate with one another. Learners who used social media felt more sensitively associated with their peers because they felt as if they had a person to talk to if they required assistance. Additionally, these associations encourage involvement by students who at first felt scared by in-class discussions (Junco et al. 123).

The relations that learners build with classmates via social media can have an effect on the learning background that is formed. Involvement in social media builds a more shared and communicative learning setting for students by presenting opportunities for deliberations and contacts with their peers (Arnold, and Paulus 191). Through engaging with peers on a given subject, social media presents opportunities to build up a stronger sense of social development among students. The extent to which a learner feels a sense of community might be subject to the presence of pre-existing social networks, students who interrelate with many learners also display a superior sense of community (Chen, and Bryer 120). Social media may also contribute to a sense of community amongst learners by enabling the personalization of profiles. This personalization, together with the critical assessment of the course outline, supports a genuine association among students by encouraging honesty and sharing of knowledge, which also enhances students’ apparent learning (Junco et al. 124).

While working in partnership with classmates via social media creates a scheme of relations among students, it also provides immediate pathways for distributing and improving course-related knowledge outside the boundaries of the classroom. In using social media for educational motives, specifically group deliberations, several learners can discuss a class as a whole and link up with similar content at the same time (Arnold, and Paulus 192). The ability to converse with each other in a particular place enables students to build on conversations, whether correlated to class content or not. This enhances the possibility of having greater knowledge because students are adding to the discussion more than that of the set topic, including deliberations that were initially posted by a lecturer (Arnold, and Paulus 193). In addition, the distribution of information via social media simply involves a student understanding its suitability for a given subject. By providing learners with general knowledge in the context of a virtual community, they are able to search wider for content and create links across numerous sources (Junco et al. 125). This ability presents students with opportunities to enhance learning outside the traditional classroom background. As younger people use such technology in the classroom, they restructure the learning landscape. Students are exploring the world through more than just books and coursework; they are gaining knowledge and becoming accustomed to the world using a reasonably new method of communication. In a world where links are essential, graduates are going into the workplace with much to offer.

In contrast, social media has its own negative influence on students. Social Media can be a distraction and this is a frequent grievance among tutors on how social media is distracting the students making them fail to concentrate in the classroom. These tutors argue that tools like Facebook or Twitter avert students’ concentration away from what is happening in class and are eventually disruptive to the education process (Junco et al. 126). With the likelihood that the use of social media can cause learners to goof off, tutors should ensure that they are not being abused.

While social networking provides a technique for students and tutors to bond, it can also be a tool for spiteful behavior even on campuses. In a study about cyberbullying conducted recently, it was found that almost 22% of college students disclose being harassed online (Arnold, and Paulus 193). Of this group, 25% reveal they were bullied via social media. Tutors who utilize social media in their teaching activities should be familiar with possible dangers and plan to arbitrate small confrontations before they become more severe. By intervening in minor behaviors, it is possible to stop more severe negative behaviors (Arnold, and Paulus 193).

Social media is discouraging physical connection. Some tutors are worried that while real-time digital streams may form a safe haven for learners who are not comfortable expressing themselves, learners are missing helpful lessons in real-life social awareness (Arnold, and Paulus 193). Students may find it hard during job interviews when they have to command attention and convey a rational message. At social congregations and in private relationships, they need to be able to competently articulate themselves and bond with others.

Despite the fact that social media can enhance education through student connections, challenges occur when social media are integrated into an educational course. The supposition that learners are familiar with the use of certain tools of social media can cause instructors to unintentionally fail to offer the resources required to support student practice and learning (Junco et al. 126). Even though social media is used for learning purposes, learners integrate technology into their lives in a way that may disagree with the aim of the course tutor. For instance, non-academic topics occur on social media because of its main design as a social networking instrument. Also as a learner’s age increases, the incidence of off-topic deliberations also increases. This reveals that while social media may promote wider discussions of course topics, older students may use more time than younger students involving themselves in isolated discussions. Social media offers too much motivation and therefore can prevent students from completing their homework (Junco et al. 127). Social media can also be a challenging instructional tactic because it endeavors to balance the authority of the tutor with the active contribution of the learners. Interaction through social media upholds more of a constructivist method of learning, where learners and tutors can work jointly to co-create understanding of a certain topic, rather than a method that highlights individual involvement (Arnold, and Paulus 194). Consequently, learners and tutors become equal contributors in the knowledge distribution process.

In due course, while the discussion prolongs over what function social media should play in the classroom, no one can dispute the influence that social media has on today’s learners. Today’s generation performs much of their life activities through social media (Arnold, and Paulus 195). With this in mind, it appears practical for today’s institutions to find ways to effectively incorporate these tools into the classroom.

Instructors should be responsible for the collaborative practice while engaging in social media. Tutors must not only endorse inventiveness and assess student activities but also notify and elucidate misunderstandings that occur involving the content area and consequent knowledge creation in order to maintain the integrity of the learning background. In order to maintain these roles, tutors must be provided with professional development that exhibits how to integrate social media into their classrooms in to efficiently support student learning. The application of social media must be purposeful and as a result, should be functional in conditions that are the most suitable for learning and student understanding to take place. Applying social media for academic functions can be helpful for student education in numerous ways. First, social media improves peer connections, which can bridge diversity in the classroom and create open lines of interaction among learners and tutors (Arnold, and Paulus 196). Social media also helps in discussion amongst students, generating a broader sense of understanding of the content of the lesson. Teachers who want to apply social media in their educational activity to support student learning should be ready to encourage learners and be active contributors in the joint learning community.

Supposing that students already know how to apply social media may be difficult for those students who may require closer assistance. Additionally, instructors should be aware of the likely diversions and overstimulation that are connected with some forms of social media (Junco et al. 128). Learning institutions should also think about the monetary and policy obligations implicated with using social media. Management may require thinking about realigning assessment strategies to efficiently determine student learning in classrooms that make use of social media.

Works cited

Arnold, Nike, and Trena Paulus. “Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building.” The Internet and Higher Education 13.4 (2010): 188-196.

Chen, Baiyun, and Thomas Bryer. “Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning.” International Review of Research in Open & Distance Learning 13.1 (2012).

Junco, Reynol, Greg Heiberger, and Eric Loken. “The effect of Twitter on college student engagement and grades.” Journal of Computer Assisted Learning 27.2 (2011): 119-128