Use of Social Media in the Classroom; Findings Indicate Tools Do Not Increase Connections or Social Capital Among Students ROCHESTER, N.Y., Ma
A recent study by the Lab for Social Computing at Rochester Institute of Technology indicates that the use of social media in classroom settings has little effect on building connections or social capital among students.
The research, conducted as part of a course on social media tools, examined the use of course management systems and discussion groups to enhance classroom instruction, improve communication and connections between students and translate the benefits of social media interaction to the classroom. The results indicate that the educational use of social media may not counteract poor social connections that are seen in face-to-face communication or elicit the same impacts seen in the use of social media sites such as MySpace and FaceBook.
"Many social media advocates have argued that the use of these tools in classroom settings could greatly enhance interaction and learning and assist shyer, more reserved students in becoming more involved, as has
The research, conducted as part of a course on social media tools, examined the use of course management systems and discussion groups to enhance classroom instruction, improve communication and connections between students and translate the benefits of social media interaction to the classroom. The results indicate that the educational use of social media may not counteract poor social connections that are seen in face-to-face communication or elicit the same impacts seen in the use of social media sites such as MySpace and FaceBook.
"Many social media advocates have argued that the use of these tools in classroom settings could greatly enhance interaction and learning and assist shyer, more reserved students in becoming more involved, as has
Literary Study in Grades 9, 10, and 11 in Arkansas
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The purpose of this study was to find out what major works English teachers in grades 9, 10, and 11 in Arkansas public schools assign their students in standard and honors courses and what approaches they use for teaching students how to read literary texts, both imaginative literature and literary non-fiction. The authors excluded Advanced Placement, International Baccalaureate, and other advanced courses, all electives, as well as basic or remedial classes. The authors’ interest was in the middle third of Arkansas students. The authors surveyed over 400 Arkansas teachers (of a total of about 1400 in the state) and held two focus group meetings in each of the four Congressional districts in the state in the fall of 2009 to understand better their responses to the survey. Two major findings emerged from an analysis of their responses to the survey and their comments at the focus group meetings.
First, the authors found that much has changed in the content of the high school literature curriculum for students in standard or honors courses. The most frequently mentioned titles (usually described as the "classics") are assigned in only a small percentage of courses and, overall, the texts they assign do not increase in difficulty over the grades. Second, the authors found non-analytical approaches dominating teachers’
The purpose of this study was to find out what major works English teachers in grades 9, 10, and 11 in Arkansas public schools assign their students in standard and honors courses and what approaches they use for teaching students how to read literary texts, both imaginative literature and literary non-fiction. The authors excluded Advanced Placement, International Baccalaureate, and other advanced courses, all electives, as well as basic or remedial classes. The authors’ interest was in the middle third of Arkansas students. The authors surveyed over 400 Arkansas teachers (of a total of about 1400 in the state) and held two focus group meetings in each of the four Congressional districts in the state in the fall of 2009 to understand better their responses to the survey. Two major findings emerged from an analysis of their responses to the survey and their comments at the focus group meetings.
First, the authors found that much has changed in the content of the high school literature curriculum for students in standard or honors courses. The most frequently mentioned titles (usually described as the "classics") are assigned in only a small percentage of courses and, overall, the texts they assign do not increase in difficulty over the grades. Second, the authors found non-analytical approaches dominating teachers’