Should Traditional Classrooms Have Formal Facebook Groups?

Mark Hart (University of Florida, USA)
Copyright: © 2013 |Pages: 44
EISBN13: 9781466643802|DOI: 10.4018/978-1-4666-3676-7.ch002
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Abstract

As students, teachers, and school professionals work to determine boundaries between the classroom and social media, often implementation choices are being made between the lines of school technology policies. In response to formal barriers, many students are taking it upon themselves to make their own social media sites, such as Facebook, to supplement their classroom learning. In this study, a class Facebook page encompassing five sections of an AP United States History course at Ida Baker High School was captured for an entire school year, and the results were recorded and coded to show how students used the page. Whether to consider Facebook as a viable official tool for the school ultimately becomes the decision of the District’s Technology Officer, the Principal, the Department Chair, and the teachers. To help guide this decision, a survey was conducted to determine the participants’ perception of the online tool. Ultimately, this case examines whether one school should embrace this widely used, free tool to accompany traditional classes or continue with more formal software to supplement the classroom.
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