In the article, Social Media's Impact on Student’s School Life, B.A. Birch asks the question, “What effect does technology (social networking) have on student’s lives and relationships?” (2012). A question that seems easily and abundantly asked but not so easily answered. Many arguments against the increased use of technology and social networking sites in particular in education seem to based on one of the following: distraction, academic dishonesty, identity and social behaviors or safety. But is social media in the classroom really all that bad? B.A. Birch puts it this way, “For every benefit, I have seen at least one negative, especially here in the school setting. You can say anything about anyone, anytime, anywhere and not fear any repercussion, except someone else might write something nasty about you” (2012). For young people today who according to a 2011 Cisco Connected World Technology Report “experience a social life that is more about being connected rather than personal interaction” (Birch, 2012) there is reason to be concerned.
dangers of social networking
Social Networking as a Distraction:
Some research suggests that high school students spend an average of 100 minutes a day on Facebook and an average of 184 minutes a day texting (Junco, 2011). What this data tells us is that these students are spending almost 5 hours a day doing what they consider ‘connecting’ with others. It is no wonder parents and educators alike find social media as a distraction to be a top rationale for keeping it out of the classroom. As B.A. Birch notes in, Social Media’s Impact On Student’s School Life, “They are so programmed to respond to that so quickly and to be ‘in the know’ right now about what is going on with their friends that they don’t see the message as an interruption in communication” (2012). The research suggests that so many young people are addicted or at least dangerously distracted by Facebook so much so that one New York Times article reported some of them have to ‘defriend’ Facebook to counter the addiction. This leads Birch to emphasize that it is hard for students to pay attention in the classroom when they have this sense that they are missing what is happening on Facebook or their phones, presenting quite a challenge for today’s educators (2012).
Some research suggests that high school students spend an average of 100 minutes a day on Facebook and an average of 184 minutes a day texting (Junco, 2011). What this data tells us is that these students are spending almost 5 hours a day doing what they consider ‘connecting’ with others. It is no wonder parents and educators alike find social media as a distraction to be a top rationale for keeping it out of the classroom. As B.A. Birch notes in, Social Media’s Impact On Student’s School Life, “They are so programmed to respond to that so quickly and to be ‘in the know’ right now about what is going on with their friends that they don’t see the message as an interruption in communication” (2012). The research suggests that so many young people are addicted or at least dangerously distracted by Facebook so much so that one New York Times article reported some of them have to ‘defriend’ Facebook to counter the addiction. This leads Birch to emphasize that it is hard for students to pay attention in the classroom when they have this sense that they are missing what is happening on Facebook or their phones, presenting quite a challenge for today’s educators (2012).
Social Networking Fueling Academic Dishonesty:
Mohan Menon and Alex Sharland report that “74% of high school students admitted to cheating in 2002 compared to 61% in 1992 and 34% in 1969” (2011, p.51). While the existence of the “Everybody Cheats Syndrome” is not new, in Dealing with Technology in the Classroom, Diane Quigley notes that “students today use technology to cheat more effectively than in the past”. She emphasizes that the increased efficiency is directly related to the increased access students have to the Internet on their cell phones (Quigley). Today’s technology provides many opportunities for students to cheat on exams simply by sharing pictures of tests or text messaging answers to other students (Quigley). While cell phones and social media can also prove to be useful tools in the classroom, Quigley is quick to caution against their use arguing that they “both undermine the ultimate goal of education and detract from the learning experience”.
Mohan Menon and Alex Sharland report that “74% of high school students admitted to cheating in 2002 compared to 61% in 1992 and 34% in 1969” (2011, p.51). While the existence of the “Everybody Cheats Syndrome” is not new, in Dealing with Technology in the Classroom, Diane Quigley notes that “students today use technology to cheat more effectively than in the past”. She emphasizes that the increased efficiency is directly related to the increased access students have to the Internet on their cell phones (Quigley). Today’s technology provides many opportunities for students to cheat on exams simply by sharing pictures of tests or text messaging answers to other students (Quigley). While cell phones and social media can also prove to be useful tools in the classroom, Quigley is quick to caution against their use arguing that they “both undermine the ultimate goal of education and detract from the learning experience”.
Social Networking, Identity, and other Social Behaviors:
Contributor to the New York Times Learning Network Katherine Schulten asked followers, “How do you think social media affects your sense of self and your relationship with others?” and the subsequent comments she received were quite telling. One comment reads, “I’ve outsourced my social life exclusively to Facebook Inc.” another, “ I know how much time it takes up, but when I get sick of homework or something, it’s too easy to just click, click, log in. And then you’re stuck mindlessly on it, and don’t realize the time passing”. One study found that 2 out of every 5 high school students found the Internet and social media to be more important than dating or going out with friends (Birch, 2012). In Narcissism Exploitative Attitudes, and Academic Dishonesty, authors Mohan Menon and Alex Sharland cite that “studies of social networking behaviors have indicated some increase in narcissism” (2011, p.50). They go on to say that “In a study of Facebook users, in which personal pages were content analyzed, the number of friends and wall posts that individuals had on their profile pages tended to correlate with their level of narcissism” (Menon & Sharland, 2011, p.51). Not only do the increased tendencies toward narcissist behavior fueled by social media affect personal relationships, Menon and Sharland show that “there are indications that narcissistic attitudes pervade academic behaviors as well” (2011, p.51).
Another common argument cited for keeping social media out of the classroom is based on an uneasiness about school concerns and personal, playful interests coming together (Crook, 2012, p.73). Montana Miller, Assistant Professor of Popular Culture and a Facebook expert says, “Facebook is too much of an intrusion into students’ personal and social lives for educators to be using it as an educational method. While I’m not against collaborative, online education with students, I am against merging their personal home, private family world with something that is required for class activity. Millions of things can go wrong” (Davis, 2010). In addition, some research shows that students agree; what is fun for them outside of school loses its luster in the educational context. Charles Crook provides the following example from The ‘Digital Native’ in Context: Tensions Associated with Importing Web 2.0 Practices into the School Setting, “The recreational experience of publication entails material whose content and release is readily controlled by its author. Accordingly, personal identity can be protected (and shaped) in the processes of deciding what to make visible to whom, and in what manner. However, the visibility that arises from publishing within a schooled context may lack this dimension of control and therefore may be less attractive” (2012, p.73-74). Students in the study also voice concerns about “being exposed as stupid and, sometimes, the consequent concern of being teased about he content of some published item of work” (Crook, 2012, p.74). It is important to note here that they were voicing this concern not simply for the classroom environment but for out of school environment that carried over into their personal spaces on social media sites.
Contributor to the New York Times Learning Network Katherine Schulten asked followers, “How do you think social media affects your sense of self and your relationship with others?” and the subsequent comments she received were quite telling. One comment reads, “I’ve outsourced my social life exclusively to Facebook Inc.” another, “ I know how much time it takes up, but when I get sick of homework or something, it’s too easy to just click, click, log in. And then you’re stuck mindlessly on it, and don’t realize the time passing”. One study found that 2 out of every 5 high school students found the Internet and social media to be more important than dating or going out with friends (Birch, 2012). In Narcissism Exploitative Attitudes, and Academic Dishonesty, authors Mohan Menon and Alex Sharland cite that “studies of social networking behaviors have indicated some increase in narcissism” (2011, p.50). They go on to say that “In a study of Facebook users, in which personal pages were content analyzed, the number of friends and wall posts that individuals had on their profile pages tended to correlate with their level of narcissism” (Menon & Sharland, 2011, p.51). Not only do the increased tendencies toward narcissist behavior fueled by social media affect personal relationships, Menon and Sharland show that “there are indications that narcissistic attitudes pervade academic behaviors as well” (2011, p.51).
Another common argument cited for keeping social media out of the classroom is based on an uneasiness about school concerns and personal, playful interests coming together (Crook, 2012, p.73). Montana Miller, Assistant Professor of Popular Culture and a Facebook expert says, “Facebook is too much of an intrusion into students’ personal and social lives for educators to be using it as an educational method. While I’m not against collaborative, online education with students, I am against merging their personal home, private family world with something that is required for class activity. Millions of things can go wrong” (Davis, 2010). In addition, some research shows that students agree; what is fun for them outside of school loses its luster in the educational context. Charles Crook provides the following example from The ‘Digital Native’ in Context: Tensions Associated with Importing Web 2.0 Practices into the School Setting, “The recreational experience of publication entails material whose content and release is readily controlled by its author. Accordingly, personal identity can be protected (and shaped) in the processes of deciding what to make visible to whom, and in what manner. However, the visibility that arises from publishing within a schooled context may lack this dimension of control and therefore may be less attractive” (2012, p.73-74). Students in the study also voice concerns about “being exposed as stupid and, sometimes, the consequent concern of being teased about he content of some published item of work” (Crook, 2012, p.74). It is important to note here that they were voicing this concern not simply for the classroom environment but for out of school environment that carried over into their personal spaces on social media sites.
Social Networking and Safety:
The use of social media in schools also brings up challenges and concerns regarding student safety. Diane Quigley notes in Dealing With Technology in the Classroom, that “student who join social networking sites can come into contact with a seemingly infinite list of strangers”. She also notes the more important danger students face in contact with one another and the use of such sites to spread rumors or to bully others. Cyberbullying is real and does occur on a regular basis on social networking sites. While face-to-face bullying is just as much a challenge the increased danger in cyberbullying is that technology allows the bullies to continue to harass their victims even after the school day is over. In addition, rumors and harmful insults can be spread instantly and sometimes anonymously through social networking sites to any number of students and strangers. Another similar concern is cyber-bashing which “involves inflicting physical harm on an individual, capturing the abuse on camera and uploading it to a video-hosting website” (Quigley). Like cyberbullying, cyber-bashing can be spread instantly and sometimes anonymously. While both actions carry heavy legal ramifications they continue to be a challenge and a top concern for keeping social networking and social media out of schools. But as Greg Toppo notes, “Perhaps the biggest objection to widespread use of social sites is the likelihood that kids will encounter irrelevant or even offensive material” (2011). While schools continue to filter to keep such ‘threats’ out they also limit the availability of social media tools for appropriate educational uses.
The use of social media in schools also brings up challenges and concerns regarding student safety. Diane Quigley notes in Dealing With Technology in the Classroom, that “student who join social networking sites can come into contact with a seemingly infinite list of strangers”. She also notes the more important danger students face in contact with one another and the use of such sites to spread rumors or to bully others. Cyberbullying is real and does occur on a regular basis on social networking sites. While face-to-face bullying is just as much a challenge the increased danger in cyberbullying is that technology allows the bullies to continue to harass their victims even after the school day is over. In addition, rumors and harmful insults can be spread instantly and sometimes anonymously through social networking sites to any number of students and strangers. Another similar concern is cyber-bashing which “involves inflicting physical harm on an individual, capturing the abuse on camera and uploading it to a video-hosting website” (Quigley). Like cyberbullying, cyber-bashing can be spread instantly and sometimes anonymously. While both actions carry heavy legal ramifications they continue to be a challenge and a top concern for keeping social networking and social media out of schools. But as Greg Toppo notes, “Perhaps the biggest objection to widespread use of social sites is the likelihood that kids will encounter irrelevant or even offensive material” (2011). While schools continue to filter to keep such ‘threats’ out they also limit the availability of social media tools for appropriate educational uses.
Social Networking and Educational Policies:
Many educators who see the value in social networking sites face policy obstacles when trying to incorporate their use into the school day. One could argue that the real challenge here is not keeping social networking out but finding a balance between giving students the fair freedom to use it, yet at the same time maintaining their attention as well as school customs (Birch, 2012). As Michelle Davis notes in Social Networking Goes to School, a move toward finding balance is rigged with pitfalls, namely that many schools still block access to such sites within their own walls (2010). She emphasizes that this challenge is particularly daunting because, “School officials must also confront the uncertainties and questions surrounding privacy issues, proper management, and cyber security when they open their doors to social networking sites” (Davis, 2010). She further notes that in addition, “some district officials remain skeptical that such social-networking tools really benefit education and worry that they just open the door to Internet-security problems and the possibility of cyberbullying” (Davis, 2010).
Furthermore, even though a recent survey showed that 61% of teachers, principals and librarians are active on at least one social media space clearly evidencing that these spaces are widely embraced outside of schools, they continue to be blocked within schools by district firewalls (Ferriter, 2011). Greg Toppo notes that schools are battling a big misconception that if they have open Web access they would simply be letting kids “play freely as if there’s no structure” and that they would be unable to keep internet security threats under control (2011). This notion is clearly driven by fear of concerns regarding cyberbullying, offensive material and inappropriate postings which, as William Ferriter suggests in Using Social Media to Reach Your Community, “causes school leaders to think twice about whether the advantages of social media outweigh the potential consequences of misuse” (2011).
While the issues of schools blocking access to certain internet sites is motivated according to Charles Crook in The ‘Digital Native’ in Context: Tensions Associated with Importing Web 2.0 Practices into the School Setting, “by worthy ambitions to manage the personal security of students, to obstruct access to offensive material and to sustain focus on central school tasks” (2012, p.75), this creates a source of tension between students and schools in regard to their perceived readiness to multi-task with these online tools and the constraints felt necessary to be maintained by the schools (Crook, 2012, p.75). Crook goes on to say, “The ‘digital native’ student is widely accredited with a multi-tasking style of working. Often a confidence in their ability to manage this volatile attention span was at the heart of students’ resentment at not being allowed access to the full range of internet resources” (2012, p.76). Students often perceive this to be a double-standard, that they are allowed to use certain sites and tools while blocked from others, creating a sense of mistrust and what Crook calls and “uneasy kind of deviousness” (2012, p.75). Furthermore, teachers often half-hazard management of the problem leads to loss of respect in the teacher-student relationship as well as encourages teachers to recruit technology into the role of a reward for completing other work leading to the technology being further marginalized as a legitimate resource (Crook, 2012, p.76).
Many educators who see the value in social networking sites face policy obstacles when trying to incorporate their use into the school day. One could argue that the real challenge here is not keeping social networking out but finding a balance between giving students the fair freedom to use it, yet at the same time maintaining their attention as well as school customs (Birch, 2012). As Michelle Davis notes in Social Networking Goes to School, a move toward finding balance is rigged with pitfalls, namely that many schools still block access to such sites within their own walls (2010). She emphasizes that this challenge is particularly daunting because, “School officials must also confront the uncertainties and questions surrounding privacy issues, proper management, and cyber security when they open their doors to social networking sites” (Davis, 2010). She further notes that in addition, “some district officials remain skeptical that such social-networking tools really benefit education and worry that they just open the door to Internet-security problems and the possibility of cyberbullying” (Davis, 2010).
Furthermore, even though a recent survey showed that 61% of teachers, principals and librarians are active on at least one social media space clearly evidencing that these spaces are widely embraced outside of schools, they continue to be blocked within schools by district firewalls (Ferriter, 2011). Greg Toppo notes that schools are battling a big misconception that if they have open Web access they would simply be letting kids “play freely as if there’s no structure” and that they would be unable to keep internet security threats under control (2011). This notion is clearly driven by fear of concerns regarding cyberbullying, offensive material and inappropriate postings which, as William Ferriter suggests in Using Social Media to Reach Your Community, “causes school leaders to think twice about whether the advantages of social media outweigh the potential consequences of misuse” (2011).
While the issues of schools blocking access to certain internet sites is motivated according to Charles Crook in The ‘Digital Native’ in Context: Tensions Associated with Importing Web 2.0 Practices into the School Setting, “by worthy ambitions to manage the personal security of students, to obstruct access to offensive material and to sustain focus on central school tasks” (2012, p.75), this creates a source of tension between students and schools in regard to their perceived readiness to multi-task with these online tools and the constraints felt necessary to be maintained by the schools (Crook, 2012, p.75). Crook goes on to say, “The ‘digital native’ student is widely accredited with a multi-tasking style of working. Often a confidence in their ability to manage this volatile attention span was at the heart of students’ resentment at not being allowed access to the full range of internet resources” (2012, p.76). Students often perceive this to be a double-standard, that they are allowed to use certain sites and tools while blocked from others, creating a sense of mistrust and what Crook calls and “uneasy kind of deviousness” (2012, p.75). Furthermore, teachers often half-hazard management of the problem leads to loss of respect in the teacher-student relationship as well as encourages teachers to recruit technology into the role of a reward for completing other work leading to the technology being further marginalized as a legitimate resource (Crook, 2012, p.76).
additional resources
Watch the video below to see how obsessive Facebook use has harmful consequences for personal relationships as well as academic consequences. Here it is argued that Facebook is doing little more than isolating individuals, allowing them to waste time instead of share it, creating a state of mind in which the world you’re engaged in, revolves around other people’s lives and thoughts posted online.
Click on the Connected, but alone button below to watch the TED Talk in wich Sherry Turkle discusses the notion that we are expecting more from technology and less from each other. She argues that our little devices are so psychologically powerful that they don’t only change what we do, they change who we are. Sherry emphasizes that we are letting technology take us places we don’t want to go and that constant connection is shaping a new form of being, one from ‘I share therefore I am’ to ‘I want to have a feeling, therefore I send a text’. In the end she calls on us to think deeply about how to use technology to make this the life we love.
Watch the video below to find out the answer to the question, ‘Is technology wiring teens to have better brains?”. Dr. Jay Giedd explores how the brain adapts to multi-tasking and wonders whether this adaptation makes teens less good at focusing on doing one thing really well. Gary Small, author of iBrain, investigates if we are creating a generation of technology addicts and argues that efficient multi-tasking is a myth. In the end are we wiring teens to have better brains or just different brains?
For a complete list of sources used, please click the Resources button on the Secondary Education Introduction page.