Social Networking and Schools: Early Responses and Implications for Practice

Social Networking and Schools: Early Responses and Implications for Practice

Chris Abbott (King’s College London, UK) and William Alder (Trinity School, UK)
DOI: 10.4018/978-1-60566-984-7.ch095
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Abstract

Although social networking has been enthusiastically embraced by large numbers of children and young people, their schools and colleges have been more cautious, and often concerned about the implications for online safety. Social networking used by young people is considered here as part of a trajectory of online practices which began with personal Web sites in the mid 1990s and continued through the use of interactive services to the networking sites familiar today. The response of the education system is examined through interview and anecdotal evidence, and with reference to a growing body of research in this and allied areas. It is concluded that social networking has initiated a series of practices which cannot now be abandoned, and that the challenge for the education system is not control or abolition but the inclusion of social networking appropriately within teaching and learning.

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