Samoa Digital Library

The Role of Social Networking Sites in the High School Setting.

Show simple item record

dc.contributor.author P. DENNEN, VANESSA
dc.contributor.author A. RUTLEDGE, STACEY
dc.contributor.author M. BAGDY, LAUREN
dc.date.accessioned 2021-11-30T21:01:02Z
dc.date.available 2021-11-30T21:01:02Z
dc.date.issued 2020-11
dc.identifier.citation https://www.urbandictionary .com/define.php?termpFinsta. en_US
dc.identifier.issn 0195-6744
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/770
dc.description 31 pages : PDF en_US
dc.description 31 pages : PDF en_US
dc.description.abstract This study examines the role of six popular social networking sites (SNSs)— Instagram, Snapchat, Facebook, Twitter, YouTube, and Pinterest—in a high school setting. Students, teachers, and administrators were interviewed to learn how they use these SNSs to support a variety of functions in the school setting, including professional development, classroom learning, self-directed learning, and socializing. Participants also were asked about how they use SNSs more generally and points of overlap between personal and school-related uses. Findings show thatalthoughinstructionaluseislow,SNSsnonethelesshaveapervasivepresence in the school. Being highly connected has both advantages and disadvantages for studentsandteachersalike.Forindividualswithpoorsocialconnections,theheavy use of SNSs can result in greater disconnection from school-related information and social circles. Implications show opportunities for selecting classroom learning tools, developing digital literacy and citizenship curricula, and supporting all members of the school community. en_US
dc.description.abstract This study examines the role of six popular social networking sites (SNSs)— Instagram, Snapchat, Facebook, Twitter, YouTube, and Pinterest—in a high school setting. Students, teachers, and administrators were interviewed to learn how they use these SNSs to support a variety of functions in the school setting, including professional development, classroom learning, self-directed learning, and socializing. Participants also were asked about how they use SNSs more generally and points of overlap between personal and school-related uses. Findings show thatalthoughinstructionaluseislow,SNSsnonethelesshaveapervasivepresence in the school. Being highly connected has both advantages and disadvantages for studentsandteachersalike.Forindividualswithpoorsocialconnections,theheavy use of SNSs can result in greater disconnection from school-related information and social circles. Implications show opportunities for selecting classroom learning tools, developing digital literacy and citizenship curricula, and supporting all members of the school community. en_US
dc.language.iso en en_US
dc.publisher American Journal of Education en_US
dc.subject Social networking, SNSs role, Data collection en_US
dc.subject Social networking, SNSs role, Data collection en_US
dc.title The Role of Social Networking Sites in the High School Setting. en_US
dc.title.alternative (Dis)connected en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account