Social Networking and Collaboration
The introduction of social networking sites to include Facebook in 2004, MySpace in 2003, You Tube in 2005, and Twitter in 2006, has given rise to followers interested in moving beyond inconsequential chatter toward meaningful collaboration. Technological advances impart to education virtual environments resulting in both productive associations, as well as, caustic controversy. Virtual networking between and among learners, present and in the future, hang in the balance between the words and works of leadership. Although leaders recognize the value of social networking for collaboration, public schools typically block computers connections to the sites. Many principals see social networking and use of other Web 2.0 technology as the “wave” of the future and recognize the importance of incorporating these tools into classroom instruction, yet many principals are behind in their use of technology (EdWeb.net, IESD, Inc., MMS Education, and MCH, Inc., 2010).
Thesis Development and Purpose
Through a mixed method research study conducted by edWeb.net, IESD, Inc., MMS Education, and MCH, Inc. conducted a collaborative multi-phased endeavor to understand the disconnect between this dichotomy (2010). Educational leaders are represented by two distinct positions toward enterprising technologies for professional collaboration. The pictures paint a varied view of their confidence in integrating Web 2.0 technologies during the school day in spite of their personal beliefs. On one hand, administrators surveyed reveal over 50% value social networking is valuable to education (EdWeb.net, IESD, Inc., MMS Education, and MCH, Inc., 2010). But then, school-based policies ban access to Facebook, MySpace, You Tube, and/or Twitter, while students with smart technologies often bypassed these web-based restrictions through mobile devices. It is possible that through clarifying rules, roles, and responsibilities, teachers may achieve the envisioned outcomes for professional learning through online collaboration with professional associations. First and foremost, specified procedures and pre-established norms of engagement for standard practice are necessities for participation in enterprising 2.0 communications. These systems serve to structure learning, protect liability, and limited resources of time and money. Teachers and students together increase in skills and efficiency through learning how best to access and apply new information.
Analysis of the Trends in Participation
A Swahili proverb says, “If you want to go fast, go alone. If you want to go far, go together.” This adage is especially significant in educational circles where 21st century teachers are compelled to focus energies on propelling student achievement (Dimauro, 2011). Professional motivation dynamics for leaders to consider are vast. Census data from 2000 revealed baby boomer teacher retiring from the classroom during the 2011/2012 school year (United States Census, 2000). Motivations for learning diverge from the baby boomer teacher to the drive of the emergent teacher. Furthermore, motivation for learning through collaborative technologies broadens the disparity. Aligning compatible goals and objectives based on professional fortes aid in differentiating readiness levels for the application of collaborative technologies. Consideration for the shift in age and years of educational experience provides baseline data in which to prepare support plans for professional learning and development. Effective strategies to facilitate the use of social networking among current teachers include processes and policies for building positive relations both face-to-face and online. Future improvements in technology
Certainly social networking presents a unique opportunity to both initiate and sustain dialogue on a wide range of topics impacting student achievement. In some cases, the absence of face-to-face confrontation may also result in a richer, more open exploration of others' viewpoints (Reason, 2011, p. 4). The impetus is to impartially examine the themes encircling the practice of collaboration through enterprising technologies with mid-career professionals, recent college graduates, through the baby boomer teachers. To discuss social networking as a form of collaboration, educational leaders have an obligation to weigh the consequences with the compensations. As of this writing, the most popular social networking sites for collaboration with alternative certification educators, online assessors, and retired teacher mentors are (1) Wiki Pages, (2) Quia Web, (3) Google Docs, and (4) Delicious Bookmarking. Social networking situations allow for interactions to be as frequent as mutually agreeable to the parties involved (Reason, 2011, p. 1). Collaboration is focused on applying research-based pedagogical instructional practice with student gains in learning as its most significant outcome. Using this focus as a basis for the application of enterprising 2.0 technologies for collaborative interactions allows for the application of social networking technology as a means to impart information, research, results, and pre-professional teaching experiences in which to best prepare the aspiring and emergent teacher (Fowler, 2011). With 61% of the educators responding to a survey that they have joined one or more social networks (EdWeb.net, IESD, Inc., MMS Education, and MCH, Inc., 2010, p. 14) reveals a level of apprehension that must be addressed. Younger educators are reported to have the more experience with social networking sites, when compared to the seasoned educator. With younger educators moving up the leadership ranks rising, the role of technology will continue to increase the efficacy of use. “The advent of Web 2.0 and online social networking tools has enhanced communications capabilities and at the same time has challenged traditional ideas about privacy and ethical conduct” (Fougler & Ewbank, Kay, Popp, & Carter, 2009, p.3). Initial concerned about educators mixing personal and professional communications may diminish with discernment and focused emphasis on learning, engagement, and collaboration.
• Lack of time. About half of the principals mentioned lack of time—for
setting up the system, for monitoring activity on a regular basis, and for
professional development and practice, etc.—as one of the barriers to
Most of the principals reported use of general purpose social networking sites,
and most mentioned some use of education-related social networking sites.
• Specific general purpose sites included Facebook (mentioned by most
of the participants), Twitter, MySpace, and LinkedIn.
• Education-related social networking sites included sites specifically for
principals; sites sponsored by a national education-related organization
(e.g., ASCD, What Works, National School Leadership Network);
sites related to professional development external to the district
(e.g., Technology Academy, Certification for National Principal Center
Mentoring); sites administered and/or sponsored by the district; and
sites maintained or used by local teachers.
Principals made a distinction between their use of the most popular site,
Facebook, and other professionally-oriented sites. Facebook was most
often used to connect
What are the advantages/disadvantages of using social networking?
Uses of Social Networking in Local Schools/Districts
“Parents and the school must undertake the same responsibility for education and for supervision in this area that we have undertaken in other arenas” (Branch, 2006, p.1).
Since then, I’ve seen technology grow to include things like Instant Messaging, personal websites, texting, Skype, webcams, and the more recent catch-all of “Social Networking.” None of these things ever held much interest for me, because for any of them to be relevant there had to be other people you wanted to communicate with in some fashion. They provide both one-to-one, one-to-many and many-to-many interactions, much of which was extraneous when I was just me. There were exceptions.
Analysis of the trends in participation of different generational groups.
Content analyzes trends in social networking of different generational groups. Predictions based upon trends are provided. Trends and predictions are supported with current research. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Future improvements in technology
Content explores future improvements in technology. Specific ramifications for the field of education are provided. Trends and implications are supported with current research. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
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