What are the some of the advantages and disadvantages of using Facebook in an educational context?
Introduction
Social networking sites such as Facebook are enormously popular with youth today. Because of this popularity, there has been an emphasis on educators to utilise it as an educational tool. However, the measurable educational benefits of Web 2.0 technologies are still being debated by interested parties such as schools and parents alike.
In this blog entry, I will discuss the educational impact of using Facebook in an educational context. I will do this by analysing the content of “The Facebook Generation: Homework as Social Networking” (Kitsis, 2008). Secondly, my own response to this article in terms of its relevance to my pedagogy will be examined.
What are the some of the advantages of using Facebook in an educational context?
Facebook is one of the most popular websites for students between grades 4-12 (Fodeman & Monroe, 2009). Kitis believes that because this generation of social networkers has displayed an eagerness to know both what other people think and how other people perceive their ideas, they are investing large amounts of their daily time and energy using Web 2.0 technologies. This natural investment provides educators with a unique opportunity. Because of the students’ natural motivation and engagement with others through Facebook, it provides a useful and fun learning environment compared to the sometimes more artificial classroom based assignments.
“Truth is not born nor is it to be found inside the head of an individual person, it is born between people collectively searching for truth, in the process of their dialogic interaction” (Bakhtin as cite in Kitsis, 2008, p. 30). Facebook uses this dialogic interaction as it facilitates learners in thinking critically about their learning through the exchanging of ideas.
Kitis also argues that Facebook also connects students with each other in collaborative learning and as peer learning and peer feedback are excellent educational strategies, it assists in teaching critical thinking and social and communication skills. It does this by promoting the opportunity for students to have an audience and to respond each other’s ideas freely and meaningfully. As the best thinking arises when examining ideas in a non-threatening and informal setting, utilising social networking environments can be rewarding for students and teachers.
Knowledge is scaffolded and constructed by exchange of dialogue. Therefore, social networking site such as Facebook can be a good educational tool in order for students to perceive their peers’ ideas as well as their own ideas, and to construct their knowledge through interaction with others. The following quote supports this concept. “For one cannot even really see one’s own exterior and comprehend it as a whole, and no mirrors or photographs can help; our real exterior can be seen and understood only by other people, because they are located outside us…” (Morson & Emerson as cited in Kitsis, 2008, p. 31).
Kitis also believes that by empowering students to use online learning, it can motivate them to put in more effort since their other students will read, and provide feedback on, their work. In addition, diverse students’ needs can be resolved not by feedback from a sole teacher but by peer learning. This also promotes student responsibility as they must provide feedback to their peers.
What are the some disadvantages of using Facebook in an educational context?
Kitis feels that the internet access and scheduling conflicts with partners is one of the most common challenges students face. Pair work may be a better solution in terms of scheduling, however a group size of three or four seems more optimum in there are unexpected changes such as a partner falling ill.
Kitis argues that words count should be limited in order to sustain decent sharing time. She also believes that the teacher should explain the value of assignments, along with prompt feedback on the assignments, should be provided by teacher. Failing to do this could mean that proper effort if not made by the students in completing their tasks as they, for want of a better word, can’t see the point of the work. In order to keep students’ learning and feedback more authentic, deadlines should be assigned by the teacher.
Kitis also warns of the importance of teaching students about the internet safety of keeping students’ privacy protected. Hence first name only or a blog name should be used. Although a real name will be revealed to their teacher at the end, students, particularly more reserved students feel more comfortable to express their ideas while using their pen name.
Kitis (2008, p. 34) states “my students are typically more thoughtful and courteous online than they are in the heat of a class debate”. However, methods of providing meaningful feedback should be taught to students. Kitis found her students have more difficulties in giving critical feedback and tend to provide kind and positive feedback. In order to bridge this critical feedback gap scaffolding student’s learning is an important function the teacher must fulfil.
My personal response to this article
In my teaching context as a future Japanese teacher in Australian secondary schools, I believe utilising Facebook expands the traditional pedagogical boundaries of the classroom and allows alternate learning environments.
Generally, second language (L2) learners feel vulnerable and less confident in speaking L2 in classroom, but feel more relaxed to express themselves in writing. Anonymous digital space encourages students to communicate more and, as they will have audience, they pay more attention to their L2 grammar, vocabulary and spelling. Web2. 0 encourages learners to participate, practise, produce and remix but because safety and privacy reasons, I will create a separate digital space dedicated for classroom. Indeed, a blog or wiki may be alternative solution.
Issues in foreign language teaching such as unnatural discourses, teacher talk, teacher-centred class and a lack of opportunities for learners to deal with negative pragmatic transfers1 can be overcome by Web2.0 like Facebook because discourse occurs naturally. Kabilan, Ahmad, and Abidin (2010) also emphasises that learning does not have to be taught by a teacher and/or in a formal classroom. In respect of this, the digital space can assist language learners to interact in linguistically, culturally and pragmatically in more natural ways. Therefore, for example, setting up a digital space with a sister school in Japan may be an excellent way to take advantage of a social networking site.
However, negative pragmatic transfers should be taught explicitly (Takimoto, 2006) and their correction should not be left to chance in Web 2.0 technologies. Pragmatic2 challenges will be explained in one of other blog entries through examining a YouTube video clip. I will also explore my pedagogy in my teaching context how teaching pragmatics can be taught through social networking sites.
Overall, social networking sites can be a supportive learning resource. However, educators are required to provide their class with knowledge and techniques of appropriate use Web 2.0 so that the technologies are used to their full educational potential.
Footnotes
1: Learners use the communication strategies of their first language even when they are using the second language.
2: The meanings and effects which come from the use of language in particular situations.
References
Fodeman, D., & Monroe, M. (2009). The impact of Facebook on our students. Teacher Librarian, 36(5), 36-40.
Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). FaceBook: An online environment for learning of English in institutions of higher education?. The Internet and Higher Education, 13(3), 101-176.
Kitsis, S. M. (2008). The Facebook Generation: Homework as Social Networking. English Journal, 98(2), 30–36.
Takimoto, M. (2006). The effects of explicit feedback on the development of pragmatic proficiency. Language Teaching Research. 10(4). 393-417. Retrieved October 3, 2010, from Sage journals online database.
I believe that using social networking sites such as Facebook to engage students in the curriculum is a really innovative concept, and one that shouldn't be dismissed without careful consideration of its potential benefits. I think you make a valid point in saying that Facebook expands the traditional pedagogical boundaries of the classroom, and creates alternative opportunities and avenues for learning, particularly with language arts subjects.
ReplyDeleteIn saying that, there also a concern that students using Facebook and other text based technologies in association with foreign languages might be tempted to use translation technology, and therefore not learn as effectively as they might if they communicated offline. However, as a more informal classroom tool, this would not really be an issue and could have enormous benefits for students (including the ability for them to check the accuracy and translation of their micro-blogs).
I also like the idea of school libraries having a Facebook presence to promote their services and events, and to interact with students using the library. This is something that many public and academic libraries have incorporated into their online presence, however I guess there is a reluctance with school libraries, particularly in Australia, because many schools exclude students from accessing Facebook at school. However, I think there is a real potential for school libraries to make their services more visible and relevant for students through the use of Facebook and other digital and social media.
Very interesting article and response,
Meaghan Brown