Introduction
Social media (for example, blogs, Twitter, YouTube and social networking) are claimed to provide positive learning opportunities for students. However, there is little consensus and relatively little school-based research that confirms the most effective use of these technologies and their impact. Moreover, the potential of social media for learning is often based on assumptions about student preferences and inherent benefits that need to be critically considered. At the same time, these technologies also generate considerable professional, public and media concern in terms of cyber safety, particularly predatory and harassment behaviour. Teachers need to also consider broader concerns such as identity theft, legal risks, as well as professional ethics. This chapter will (a) define social media and social networking, (b) critically consider some of the assumptions underlying the claims of potentiality, (c) describe a set of conditions for successfully using social media in the classroom, and (d) outline a range of critical issues that teachers need to consider before and during implementation.
CRITICAL QUESTIONS
Can the use of social media in the classroom improve learning?
Do teachers have the moral, ethical or pedagogical justii cation for appropriating social networking technologies for the classroom?
Are the risks to students and teachers manageable?
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