Learning and teaching with social network sites: A decade of research in K-12 related education

Greenhow, Christine; Askari, Emilia

doi:10.1007/s10639-015-9446-9

Cited by 238 publications

(173 citation statements)

References 52 publications

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“…Although SNS receive patronage from almost every demographic group, one such group is particularly well represented: students (Duggan 2015). SNS have undeniably become ubiquitous and integral in the lives of students (Greenhow and Askari 2015). In fact, heavy SNS use by students is regularly reported (Duggan 2015)-students spend anywhere from 30 min to over 2 h on Facebook per day (Kalpidou et al 2011).…”

Section: Introductionmentioning

confidence: 99%

“…The uptake of SNS by this population has naturally attracted academic interest. Given the widespread use and importance of SNS (Greenhow and Askari 2015;Manca and Ranieri 2015;Rodríguez-Hoyos et al 2015), the issue of how they affect students is of clear relevance to educators as well as researchers, and warrants further investigation. This paper proceeds from and highlights the importance of SNS and the influences resulting from use.…”

Section: Introductionmentioning

confidence: 99%

“…Although the body of research on SNS use is quickly expanding (Greenhow and Askari 2015;Manca and Ranieri 2015;Rodríguez-Hoyos et al 2015), one direction of effort-connecting SNS use and various academic phenomenaremains sparsely addressed and lacking consensus (e.g., Ahn 2011; Ainin et al 2015;Alwagait et al 2014;Karpinski et al 2013). Hence, an important question in this stream of research concerns the effects of SNS use on academic outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Social networking and academic performance: A review

Doleck

Lajoie

2017

Educ Inf Technol

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The ubiquitous use of social networking sites by students and the potential impacts of such use on academic performance are of both theoretical and practical importance. Hence, this paper addresses the question: how does the use of social networking sites influence academic performance? The present review synthesizes the empirical findings of the extant literature, via a systematic review, that examines the efforts that have been made to explicate the association between the use of social networking sites and academic performance. The review of 23 peer-reviewed papers highlights mixed findings regarding the relationship between social network use and academic performance-serving as a call for further research.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social networking and academic performance: A review

Doleck

Lajoie

2017

Educ Inf Technol

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“…Sociopragmatic competence Social media has only been around for the last few decades and, from an historical perspective, it can be seen as a fairly new area for communication. Nonetheless, it is already an essential dimension of many people's daily activities (Erstad and SeftonGreen 2013) and therefore also of importance for education (e.g., Greenhow and Askari 2015). In social media spaces, English has become the dominant language, serving as Educ Inf Technol (2018) 23:705-724 …”

mentioning

confidence: 99%

Language play in a second language: Social media as contexts for emerging Sociopragmatic competence

Lantz-Andersson

2017

Educ Inf Technol

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The aim of this study is to gain insights into students' language use on social media as part of the specific linguistic activities of second language (L2) learning, including development of sociopragmatic competence. Two Facebook groups were introduced in different English-as-L2 classes that were part of an international collaborative project comprising secondary schools in Colombia, Finland, Sweden and Taiwan. The study is theoretically grounded in sociocultural perspectives on learning, and the methods involve logging the students' linguistic interactions in the social media groups. The analysis of the empirical material explored how the students framed the activities by different types of keying in their choice of linguistic repertoires. The findings show that the social media context offered a casual space for communication in which the students, by attentively attuning to the local coordinated framing, used diverse linguistic repertoires to play with the language. In instances of upkeyed framings, the language play was not only used with pragmatic intentions, but also as a means for various socializing purposes. In conclusion, it is suggested that language play on social media can be seen as a valuable activity in developing sociopragmatic competence to prepare students for L2 use outside of school.Keywords English as second language learning . Social media . Language play . Framing . Keying . Sociopragmatic competence Social media has only been around for the last few decades and, from an historical perspective, it can be seen as a fairly new area for communication. Nonetheless, it is already an essential dimension of many people's daily activities (Erstad and SeftonGreen 2013) and therefore also of importance for education (e.g., Greenhow and Askari 2015). In social media spaces, English has become the dominant language, serving as Educ Inf Technol (2018) 23:705-724

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“…The pedagogical perspective of connectivism builds on social learning models which examine learning through social networks [2,17]. To narrow the gap between conceptual online learning models and actionable connectivism-based learning frameworks, we focus on operationalizing four principles of connectivism as proposed by Downes: learner agency, resource openness, network connectivity, and opinion diversity [12].…”

Section: Model Developmentmentioning

confidence: 99%