1. NOT FOR DISTRIBUTION
Benefits of Social Networking Sites
BY
N.
Keivani
Social networking sites (SNS) are ‘sites that allow users to set up online profiles or
personal homepages, and develop an online social network’ (Ofcom, 2008). They provide
learners and educators the opportunity to communicate via the internet in new and
diverse ways, whether it is through a computer or a mobile phone.
The benefits of employing such technology within today’s classroom can aid in extending
children’s learning across the curriculum, as they will be able to go further than the
classroom to follow their individual interests, develop their creativeness and self
expression, face a range of world perspectives, in addition to networking online to make
vital decisions (Krause et al, 2010).
Social networking can connect students and lead to a much enhanced learning,
particularly since one of the major topics of conversations on SNS is education
(Krishnan, 2007). Learners discuss schoolwork among their peers online through
blogging, social networking sites, and instant messaging. The rapid growth of SNS over
the past couple of years proves that they are now a mainstream communications
technology for various people.
Research conducted by NSBA (National School Boards Association) has indicated that
almost 96% of educators assign weekly homework tasks via the internet, and virtually
half of those schools go online in order to take part in collaborative projects with other
schools. Yet there are still many schools that are banning SNS due to privacy issues,
potential stalking, lazy thinking practice, as well as shortening of attention spans.
In order to move forward and cater for our students’ needs social networking needs to be
embraced for its social modes of learning, and with education on internet safety it can be
a valuable educational tool.
Educators and parents need to continually remind themselves that much of our
adolescence is spent discovering how to find our way in the real world, creating an
identity, handling how we come across to others, in addition to dealing with issues of not
only popularity but self-esteem. Therefore making it essential for us to learn how to
navigate new waters and teach that to students (Farrer, 2009).
1

2. NOT FOR DISTRIBUTION
Social networking can be a vital technology tool for K – 6 teachers, as it enables them to
bookmark favourite and popular websites for lesson activities, and distribute class
assignments. Now day’s educators are relying heavily on SNS in order to aid their
learners and their peers in receiving significant information for schoolwork as well as
vital events that are occurring.
Many have even taken this a step further by utilising SNS as a mean to assist learners
with learning and attention difficulties. Research has indicated that ‘people are more
willing to disclose personal information online because of the anonymity’ (Kids Enabled,
2011). Which means students with special needs can now express themselves more easily
without the fear of rejection in which they may experience in real life. Furthermore, it
presents them with the opening to socialise anonymously due to having poor social skills.
Online social networking can permit them to practice initiating and maintaining online
friendships, and provide them with the advantage of having time to not only review, but
also edit their communication before sending it to others. The experience can lead to
giving them the confidence to have the courage to make and uphold friendships in daily
life.
Nonetheless, despite these benefits educators and parents still have concerns in regards to
allowing children with limited experience of the world enter an unknown place such as
Facebook or Myspace without adult supervision and guidance. This dilemma can be
resolved by utilising and directing students to alternative age appropriate social
networking sites such as; Togetherville, What’s What, ScuttlePad, giantHello and Skid-e
Kids.
These SNS make the experience authentic, and since it is clear that children want to use
social media and will do so despite the Children’s Online Privacy Protection Act, as
adults it is our responsibility to figure out how to effectively use such tools in order to
assist children learn what they need, in order to be successful in today’s world.
‘Conducting traditional classroom lectures for these gamers isn’t going to cut it anymore’
(Mason and Rennie, 2008 p. 7), and as 21st century educators we are obligated to create
new, yet challenging atmospheres for all learners.
2

3. NOT FOR DISTRIBUTION
References:
Farrer, G. (2009). The Net is Not the Enemy : If parents learn about their children's
online world, they can help deal with problems. Retrieved February 20, 2011, from
http://www.theage.com.au/opinion/the-net-is-not-the-enemy-20090809-ee6h.html
Kids Enabled. (2011). Social Networking and Kids with Learning Differences:
What Parents Need to Know. Retrieved February 19, 2011, from
http://www.kidsenabled.org/articles/index.php/200910/social-networking-and-kids-with-
learning-differences/
Krause K.L. Bochner, S, Duchesne, S. (2010). Educational Psychology for Learning and
Teaching (3rd Edition) Cengage: Melbourne, Australia.
Krishnan, G. (2007). Social Networking in Education. Retrieved February 20, 2011, from
http://simply-speaking.blogspot.com/2007/08/social-networking-in-education.html
Mason, R., Rennie, F. (2008).E-Learning and Social Networking Handbook : Resources
for Higher Education. New York, New York: Routledge
NSBA. (2007). Creating and Connecting : Research and Guidelines on Online Social and
Educational Networking. Retrieved February 20, 2011, from
http://www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.pdf
Ofcom. (2008). Social Networking : A Quantitative and Qualitative Research Report Into
Attitudes, Behaviours and Use. Retrieved February 19, 2011, from
http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/report1.pdf
3